1. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S The Educational Potential of Computer Games Ass. Professor Simon Egenfeldt-Nielsen IT-University Copenhagen 11th October 2005 "I have never seen a good educational game. It's crap for 30 years." - Brenda Laurel “…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

2. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S IT-Universitet Kbh.Research in educational potential of games Serious GamesCompany pursuing development of serious games Framfab Webbureau worked with internet, games and children. Books ‘Den digitale leg – om børn og computerspil’ ‘Digitale udfordringer – informationsteknologi i en skole under forandring’ My background

3. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Military and business long traditon back to 19th century. Simulation & Games a strong tradition dating back to 1950s. Educational media strong influence problems shared from start of 20th century: Low culture, short-sighted, technical problems, copyright, subsidies and balance between commercial 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. Early educational use of computer games

4. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S 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

5. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Little intrinsic motivation: Extrinsic motivation through rewards, rather than intrinsic motivation. No integrated learning experience: Lacks integration of the learning experience with playing experience - learning subordinated play experience. Drill-and-practice learning principles: Rely on drill-and-practice rather than understanding – training above learning. No teacher presence: No demands on teachers or parents. Simple gameplay: Built on a simple gameplay from classic titles. Small budgets: Produced on limited budgets with limited technology. What is edutainment

6. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Edutainment crisis

7. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Game Experience Spontaneous concepts Scientific concepts Autonomy / Choice 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

8. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Game Experience Spontaneous concepts Scientific concepts Autonomy / Choice 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

9. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Current Research project: Educational Potential of Commercial Game technology  Background  Goals  Prototype  Learning approach  Teaching  Design process

10. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Next generation educational 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

11. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  Growing out of international research  Next generation of educational games  Mix of competences: Gamedevelopers, researchers, educators and content experts  Collaborate with companies  Global outreach through strong network  Strong technology and access to support Teaser

12. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  Explore whether educational computer games have a future in the educational system and the form it may take.  Explore, develop and implement a prototypical educational computer game examining the challenges and possibilities in development process and the educational use of the title  Provide a foundation for a serious games industry through a prototype convincing other developers of the potential in developing educational computer games beyond low- budget titles Research Goals

13. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Project: Global conflicts: Middle East The strategic levels involve domestic policy, foreign policy, intelligence, public relations and military. Here the player takes the position as Prime Minister of Israel or leader of the Palestine region performing strategic actions to further different goals. This is basically about statesmanship in a simplified version bringing the most important issues and areas to the player’s control. The personal level evolves around smaller, mundane events, and quests. These quests and events can potentially have the same influence as the more strategic decisions. An action on the personal level will can be scaled up if it becomes a news story or victim of gossip. The personal level will be around topics like find lost brother, sabotage facilities or marriage across religious divides.

14. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Global Conflicts: Middle East Ingame Screendumps

15. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Global Conflicts: Middle East Ingame Screendumps

16. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S

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

19. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Teaching  Integrated teaching approach: Game, background material, teacher’s manual, primary sources and encyklopedia  Subjects: History, citizensship, geography, english, religion (Cross-disciplinary)  Other skills: Problem-solving, critical thinking, ICT,

20. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  Termniology  Opposing views on content  Time pressure (dev., content, iterations)  Coordination process  Technology takes much focus  Hard to change design based on input  Winning not acceptable Researcher and game developer with contributions from content experts. Design process so far Problems:

21. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Student projects  Serious Games project cluster next semester (15 ECTS)  Analysis, design and production of serious games  Use UNITY engine, game assets and sparring with existing research team  Workshops with OTEE on UNITY

22. IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Slides at http://www.itu.dk/people/senhttp://www.itu.dk/people/sen sen@itu.dk Links: http://www.seriousgames.dk http://game.itu.dk http://www.game-research.com Contact