I MPORTANT L ESSONS FROM THE L AST 10 Y EARS WITH G AME -B ASED -L EARNING Online Educa Berlin, Germany 1st December 2011 Simon Egenfeldt-Nielsen CEO Serious Games Interactive

M Y B ACKGROUND MA Psychology PhD Games & learning Mixing industry & research Current Research projects: SIREN, Vistra & GaLa Computer games Global Conflicts-series Playing History-series Trunky-series +50 games for clients

A GENDA Section 1: What we know? Section 2: Why it ain’t happening

Source: Mr. Toledano

L ESSON #1: THERE ARE DIFFERENT USES Games are a really multi-dimensional beast Using games directly to learn curriculum Including games to enrich existing curriculum Making games about relevant curriculum

L ESSON #2: MANY TEACHERS USE IT Several studies indicate around 60% teachers Very few teachers are dismissing it Adaptation varies with countries Almost all use curriculum games Favourites are still training (math & spelling) Use is almost exclusively in early school years

L ESSON #3: NEED TO KEEP LEARNING Challenge player to use knowledge actively Make learning contents explicit Make integration between learning & playing Focus on learning for both verbs & substantives Debriefing is a pre-requisite for effect Mixing games and other learning formats is best

L ESSON #4: MUST KEEP ENGAGEMENT Real consequences in the game Strong and constant feedback loops Visual attractive on its on turf Maintain relevance and authenticity Use both extrinsic & intrinsic motivation

L ESSON #5: BUILDING THEM – KEEP SIMPLE Use standard technology Avoid any solution adding complexity Integrate with existing systems Focus on casual approach Build in SCORM compliance

L ESSON #6: HOW TO DISTRIBUTE – FEW ROADS Browser-based solutions is a must Channels are still missing Education is more local than global Curriculum differences major obstacle Traditional publishers are not the answer

L ESSON #7: BARRIERS OFTEN ICT NOT GAMES Computer equipment is not good enough Installation & licensing is difficult Own lacking skills are perceived as barriers

L ESSON #8: CONVINCE PEOPLE = SHOW THEM Get them in front of the games Get into the teacher seminars Create good cases with other teachers Involve teachers in development

L ESSON #9: FUNDING IS A CHALLENGE Funding haphazard and random Support schemes crucical Venture investment limited Schools don’t have the ressources Funding should be cross-border

L ESSON #10: BUT IT WORKS Self-efficacy improves Evidence retention is better Indications transfer is better Student more motivated to learn Students feel closer to the content Student perceive they learn more Teacher’s can reach challenged learners

L ESSONS SUMMARY Lesson #1: There are different uses Lesson #2: Many teachers use it Lesson #3: Need to keep learning Lesson #4: Must keep engagement Lesson #5: Building them – keep simple Lesson #6: How to distribute – few roads Lesson #7: Barriers often ict not games Lesson #8: Convince people = show them Lesson #9: Funding is a challenge Lesson #10: But it works

A GENDA Section 2: What we know? Section 3: Why it ain’t happening

OVERVIEW : D IFFUSION OF I NNOVATION Five attributes can explain 49-87% of the variation in adaption of an innovation (Rogers, 2003): Relative advantage: How much is the innovation perceived as being better than what already exists. Compatibility: How well does the innovation match existing norms, values, needs, expectations and previous experiences? Complexity: How easy is the innovation to use and understand for users? Observability: How easy is it to observe the advantages achieved from adapting the innovation? Trialability: How easy is the innovation to try out and experiments with without going all in?

R ELATIVE ADVANTAGE The most important attribute according to Rogers. Studies show motivation is high-scorer with 25% of all teachers adhering to that. Advantages very mix & diffuse. Perceived advantage low on teacher’s priority list

C OMPABILITY Lots of challenges like lacking game skills, bad fit with educational system and limited capable of evaluating games. Values & beliefs Lots of negative discussion, seems to be wavering in some countries. Teacher role, transformation; need to change their role & habitus to harness game's potential. Previous ideas Games cover a broad spectrum of learning theory, praxis and didactics – some more in line with previous praxis. Actual needs GBL don't really solve top-priority issues like special needs and too little teacher time. Many games for non-core curriculum: demands much preparation time and put new demands on teacher.

C OMPLEXITY Games are NOT necessarily complex but most teachers perceive them as such. Many games ARE complex: plug-ins, installation, drivers, different genres, interface etc. Seen as dangerous to engage with.

O BSERVABILITY In schools it difficult to observe each other and spread new knowledge. See consequences of the intervention.. could probably not be further away than in school.

T RYABILITY Becoming easier to try out games. But still ‘costly’ with 28 students on 'challenging' machinery. You are trying out a new format, not just new contents like in books/online resources.

D ISCUSSION Do teacher want better learning? Do teachers want more motivated students? A lot don’t..! Just teach the curriculum Use what they already know & use Not put in extensive over-time on ‘hype’ Don’t take chances on unreliable technology They simply want to fulfil their job requirements: GBL is often not solving teachers challenges = no adaptation.

C ONTACT DETAILS Serious Games Interactive Corporate: Global Conflicts: Playing History: Simon Egenfeldt-Nielsen Personal: Visit us at our stand