1. 1 1 The Learning Outcome from the Commercial Video Game Europa Universalis II Ass. Professor Simon Egenfeldt-Nielsen Psychologist, PhD IT-University Copenhagen 1st November 2005 Serious Games Summit Washington “…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market” - Henry Jenkins "I have never seen a good educational game. It's crap for 30 years." - Brenda Laurel

2. 2 2 Agenda 1.The mission 2.The field 3.The empirical study 4.A theory 5.Future challenges

3. 3 3 Approach Educational computer games extending from the following key elements: experience-based, engagement, educational quality, safe environment, student autonomy and investment Exploring alternatives to the current thinking manifested in edutainment titles

4. 4 4 Agenda 1.The mission 2.The field 3.The empirical study 4.A theory 5.Future challenges

5. 5 5 Early years of educational games Military and business long traditon for educational use of games with formal use reaching back to 19th century. Simulation & Games a strong research tradition dating back to 1950s: Relies on experiential learning, conscious of barriers, efficiency, and assesment problems. Educational media influences in direction of edutainment with motivation becoming most important. Problems today shared with educational media since start of 20th century: Low culture, short-sighted products, technical problems, copyright issues, subsidies and balance between commercial industry and educators. The 1980s see more experimental titles especally Oregeon Trail, Rocky Boots and Lemonade Stand that are not as such edutainment. Up through the late 1980s edutainment kicks in, and in 1990s they are ruling the waves.

6. 6 6 What is edutainment  Little intrinsic motivation: Edutainment relies more on extrinsic motivation through rewards, rather than intrinsic motivation.  No integrated learning experience: Edutainment lacks integration of the learning experience with playing experience, which leads to the learning becoming subordinated the stronger play experience.  No teacher presence: Edutainment never makes any demands on teachers or parents.  Drill-and-practice learning principles: Learning principles in edutainment rely on drill-and-practice rather than understanding – training above learning.  Simple gameplay: Most edutainment titles are built on a simple gameplay often from classic arcade titles or a simple adventure game.  Small budgets: Edutainment titles are often produced on relatively limited budgets with less than state-of-the-art technology.

7. 7 7 Edutainment crisis And it has gotten worse in 2005

8. 8 8 Research on educational games 1970s1980s1990s2000s Instructional technology Math games Adventure games Edutainment Health-related games Cognitive skills Constructionism Research in different areas focusing on educational use of computer games Media education Socio-cultural approach

9. 9 9 Research on educational games We can certainly say that you learn from computer games but the support for saying something more valuable is weak. The current studies do in most instances not compare computer games with other teaching styles, which is really the ultimate test. This would support necessary extra investment on a larger scale in the area. (See Jan Cannon-Bowers excellent talk for more) Method flaws are severe - sample selection, exposure, tests etc. A Few examples: SampleSubjectLearning outcome Wiebe & Martin (1994)109Geo.They find that there is no difference in learning geography facts and attitudes between computer games and teaching activities not involving a computer. Sedighian and Sedighian (1996) 200MathThe learning outcome is critically affected by teachers’ integration of computer games and traditional teaching, but computer games prove highly effective. Thomas (1997)211Sex.Students learn from playing the computer game both on specific knowledge items and in self-efficacy. Adams (1998)46Geo.Computer games increase motivation and teach students about the role of urban planners

10. 10 Agenda 1.The mission 2.The field 3.The empirical study 4.A theory 5.Future challenges

11. 11 The research set-up Purpose 1.Can computer games play a part in fulfilling the purpose of history teaching in secondary school (age 15-19 years). Can computer games work within the current educational setting, the existing teaching practice, and the existing understanding of learning. 2.Examine the characteristics of educational use of computer games in general. The findings especially address issues related to strategy and simulations. The results also have a stronger relevance for social studies than other subjects. Sample 72 Students, 15-19 years old, both genders Middle/upper-class, sub-urban Computer literate Qualitative and quantitative methods A variety of method problems like sampling, incomplete data, researcher role.

12. 12 Overview of study Background survey Factual post-test Factual Retention-test Course StartCourse finish Five months after course finished Evaluation survey Observations/logbooks Teacher interviews Student interviews

13. 13 Interesting because: Historical universe, complex model, relevant problems & choices. The Game

14. 14 The Course Introduction: Denmark a small manageable country to learn game Follow up: Follow up on technical problem/installing game at home Scenario 1: Play Denmark with an aggressive approach. Scenario 2: Play England/France/Spain with a careful approach Scenario 3: Play England/France/Spain with a balanced approach Scenario 4: Play a country of your own choice with any strategy Playing the computer game and parallel with this jotting down. Reflecting and discussing the game experiences in groups Teacher talk on related topic based on the history text book. (last step is where history teaching is still 95% of the time)

15. 15 Different Groups Give up: This group within the first two weeks gave up on the game, and hence the course in general few resources. Some did not see the relevance of this course due to the nature of computer games. Critique of the game was also a defense of own position in history. Upwardly mobile: Mostly boys that knew and liked games but rarely excelled in school. Liked history in general but less likening for history in school. Lacked the historical background information and academic ability to engage with the game from a historical perspective. Runners-up: Were able to learn the game through a lot of work. Positive towards the game but never really got beyond seeing it lacking in facts. They never had the energy to engage with it more reflectively. High achievers: Generally boys that knew games, liked history, and had surplus of energy in school. Able to approach the game from an abstract perspective not limiting themselves to the game’s facts/diversions from history. Gender, academic ability, attitude, history knowledge, and game knowledge.

16. 16 Practical barriers The educational setting Time, space, expectations, technical The preparation phase Material, installing, learning game, combining teaching modes. Learning the game Tutorials, freedom vs. regulation, competence gaps, homework Tools for reflecting on the game Saved games, discuss around game, maps, extra material. The teachers role Know games, prepare specifically for game, just-in-time lectures, commitment, teaching approach

17. 17 Teaching with games Recognizing games as learning Games position, understanding of history, balancing play (deep/social) vs. learning, pop-ups failure. Transfer problem Different context, history understanding, background information, teacher approach Cross-curriculum History, Geography, English, Danish, Media. Fight on history understanding Fact obsession, emerging academic identity, games cultural position.

18. 18 Learning from the game Learn the same but better retention Less information, more exposure, hard to measure!

19. 19 Content, engagement & Teaching Somewhat bad Neither good or bad Somewhat good Total ExperimentalCount % of group 6 25% 11 46% 7 29% 24 100% ControlCount % of group 4 16% 5 20% 16 64% 25 100% Somewhat bad Neither good or bad Somewhat good Total ExperimentalCount % of group 2 8% 8 33% 14 58% 24 100% ControlCount % of group 6 24% 11 44% 8 32% 25 100% Somewhat bad Neither good or bad Somewhat good Total ExperimentalCount % of group 3 12,5% 10 41,7% 11 45,8% 24 100% ControlCount % of group 10 40% 7 28% 8 32% 25 100% Engagement (sign. 0,129) Content (sign. 0,046) Teaching (sign. 0,093)

20. 20 Findings: Learning from the game Most important factors for intrinsic motivation are higher for game group. VariableGroupMeanSign. (2-tailed) Interest/EnjoymentControl Experimental 4,2 3,5 0,048 Perceived competenceControl Experimental 4,1 4,50,312 Perceived choiceControl Experimental 4,4 3,30,006 Pressure/tensionControl Experimental 2,1 2,80,022

21. 21 Agenda: 1.The mission 2.The field 3.The empirical study 4.A theory 5.Future challenges

22. 22 Basic foundation for education Student relevance (Builds engagement and investment) - Linking with experience Autonomy Modality Safety Challenge Educational (requires instruction) - Linking the right experience Points forward ‘desirable direction’ Support desire to learn Match curriculum } } Computer games do not necessarily support these features but they may be integrated Computer games support these features quite naturally The linking of these two parts is hard

23. 23 Educational use of computer games Game Experience Spontaneous concepts Scientific concepts Autonomy / Choice Modality (Audiovisual) Safety through play Challenging Relevance Investment in activity Instruction Educational Active experimentation Concrete Experience Abstract concepts Reflective observation/ Player perspective Student perspective Engagement Investment in activity Appreciation Exploration Linking Points forward Curriculum Desire to learn Doing Applying Probing

24. 24 Agenda 1.The mission 2.The field 3.The empirical study 4.A theory 5.Future challenges

25. 25 What would it take: A different course Full package of teacher talks, playing, group discussions, plenum discussions and tailored background material. Cross-disciplinary, project-based & closeness between working forms Teacher preparation and game skills, hardware situation, support, easier install and update (server) Specific titles: more overlap between game actions, winning and learning if we are to learn policy then make policy decisions but do it in an interesting, safe, rich universe, that you are engaged in, and get feedback on your actions. Instruction most be relevant for playing the game and playing the game most be relevant for instruction.

26. 26 Next generation serious games based on commercial game technology. Creating a prototype to explore design, development and use. Involves IT-University Copenhagen, Over The Edge, EA Europe, Alinea, UN Association, a number of schools and several content experts. Vision Create computer games with an agenda beyond entertainment Serious Games Interactive

27. 27 Global Conflicts: Middle East Ingame Screendumps

28. 28 Learning approach  Experiential learning: Concrete to abstract  Features: Audiovisual, safety, challenge, interaction, feedback  Strong game universe: Compelling, realistic, engaging

29. 29 Teaching  Integrated teaching approach: Game, background material, teacher's manual, primary sources and encyclopedia  Subjects: History, citizenship, geography, English, religion (Cross-disciplinary)  Other skills: Problem-solving, critical thinking, ICT

30. 30 Slides at http://www.itu.dk/people/senhttp://www.itu.dk/people/sen sen@itu.dk Links: www.itu.dk/people/senwww.itu.dk/people/sen (personal web-site) www.seriousgames.dkwww.seriousgames.dk (company web-site) www.game-research.comwww.game-research.com (game research web-site) www.seriousplaying.orgwww.seriousplaying.org (serious game research web-site) Contact