1. Petros Provelengios Georgios Fesakis Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes, Greece Educational applications of Serious Games: The case of the game “Food Force” in primary education students ECGBL Athens, 2011

2. Purpose of the research To investigate the effectiveness of using a serious game as a teaching-learning tool in the classroom. Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

3. Produced by the UN World Food Program (WFP), released in 2005. “Food Force” serious game Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

4. Helping children learn about : the struggle against global hunger the importance of humanitarian aid Game’s aim Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

5. “Food Force” videogame Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

6. “Food Force” videogame Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

7. “Food Force” videogame Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

8. “Food Force” videogame Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

9. Case study Research methodology ExperimentExperiment Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

10. Questionaires Observation Group interview Recording Test Research tools Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

11. Experime- ntal Group Control Group 5 th Grade Ano Syros Primary School (13 students) 5 th Grade Hermoupolis 1 st Primary School (21 students) Duration of the instructional interventions: 80 minutes Students of two primary schools classrooms, aged 10-11 years old: Sample of the research Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

12. To investigate “Food Force” effectiveness in knowledge acquisition and the understanding of the procedures required for sending humanitarian aid to areas in a state of emergency worldwide. 1 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

13. Experimental groupControl group Test (15 questions) Pre test and Post test Playing the gameTeaching using text and photos 1 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

14. 1 st research question – Tests results Average gradesExperimental groupControl group Pre test8,548,05 Post test11,6910,38 * Maximum score: 15 Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

15. The statistical analysis of the score achieved in the test given to the experimental group before their engagement with the game (m = 8.54, s = 1.85) and the one given after the game (m = 11.69, s = 2.06) shows a statistically significant difference (t =- 5.588, df = 12-tailed p = 0,000 <0,01). However, the same result applies to the control group which was taught without the use of the game (t =- 6.468, df = 20-tailed p = 0,000 <0,01). 1 st research question– Statistical analysis Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

16. 2 st research question Research tool : Questionnaire before and after the game To investigate whether the use of the game by students can result in a change in students attitudes and views dealing with hunger and sending humanitarian aid to areas suffering from malnutrition. Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

17. “How much do you care about the feeding problems in different regions of the earth?" There is a significant difference (t =- 3,323, df = 12-tailed p = 0,006 < 0.01). 2 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

18. “People who haven’t got anything to eat have only themselves to blame for this problem" There is a significant difference (t =- 3,282, df = 12-tailed p = 0,007 <0,01) 2 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

19. “After having played the game do you feel more sympathy for people facing food problems?” 2 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

20. “Do you intend to do something to help people facing food problems?” 2 st research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

21. We could say that, in general, Food Force serious game met its goal to: Sensitize students about the huge problem of hunger Make them review some of the ideas they had which were proven false. Make them change their attitudes and become more interested. Acquire a positive attitude towards these problems. Feel that they themselves can do something to help. 2 st research question - Conclutions Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

22. To research if such a game, with the characteristics of serious games (not designed with entertainment as the primary objective), may prove attractive to children and acceptable for use in the classroom. Research tool: Questionnaire after the game 3 rd research question Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

23. “Did you like Food Force game?” 3 rd research question - acceptance of the game Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

24. “Would you play the game again?” 3 rd research question - acceptance of the game Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

25. “Compare Food Force with the games you usually play at home”. 3 rd research question - acceptance of the game Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

26. “Do you think that the game helped you to learn things you never knew about the feeding problems?” 3 rd research question - effectiveness Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

27. “Would you like to take part in a real mission by WFP?” 3 rd research question – actively involved Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

28. “Did you feel satisfied being able to help the people Ceylan?” 3 rd research question – actively involved Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

29. "I did not expect to play a game at school“ “I enjoyed it! It was something different” “Through the game you both have fun and learn“ "I liked the fact that we played, not because we missed class, but I believe that, through the game, I learned some things I did not know” “It was like taking part in actual missions” “It is not right to care only about ourselves, there are other people who need our help” Group interview - students’ views Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

30. Food Force serious game has achieved its objective to become a learning tool helping primary school students to: Acquire knowledge on dealing with emergencies and dispatching humanitarian aid to areas suffering from malnutrition. Become aware of and in some cases change attitudes and perceptions about the global problem of hunger and humanitarian aid. Research conclusions Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

31. The game has managed to absorb and immerse students. It mobilized and triggered them to request further information and want to engage themselves more in the problem of hunger and humanitarian aid. Research conclusions Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

32. The views (Szczurek, 1982; VanSickle,1986; Randel et al., 1992, in van Eck, 2006) of those who claim that video games promote learning were verified to a great extent. All four elements of Keller’s theory (ARCS) (1992) for the development of motivation were confirmed: attention, relevance, confidence and satisfaction. The students felt very comfortable since engagement with games is part of their daily lives, they are the digital natives of the new digital world, as they are called by Prensky (2009). Research conclusions Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

33. The most important thing is that the game was an engaging, attractive and enjoyable activity that, in the words of the students, made them feel that they escaped from the usual and neither tired or bored them. Research conclusions Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

34. Serious digital games have, under certain conditions, the potential to support learning purposes. It is necessary to further investigate the matter in order to draw secure conclusions about the effectiveness of serious games. Discussion Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens

35. Discussion The introduction of digital games for learning purposes in an formal educational context cannot be done unwisely and off hand. A systematic selection of materials, instructor training as well as an orderly implementation of an educational process enriched with digital games, are necessary. Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens