GC: Palestine First step towards next generation of educational games? PhD Simon Egenfeldt-Nielsen CEO Serious Games Interactive 3. December 2007, Lyon “…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

Background and team SGI was founded in 2006 in Copenhagen, Denmark The company focuses on developing serious games for educational institutions We develop high-quality games that contain an inseparable combination of “playing”, “learning” and “story-telling”. This is done by a unique cross-disciplinary team with strong roots in research SGI has been steadily growing and employs 10 people today (CEO, Commercial Director, Producer, Game Director, Lead Programmer, Programmer, Lead 3D animator, 3D artist, Character artist, Tester) Our company

Background and team Commercial titles Global Conflicts: Palestine (complete) Global Conflicts: Latin America (concept) Client projects Bolivia Brænder (complete) Mayas Eventyr (complete) Darwin (concept) Our company

Questions Educational Games How many play computer games? How many play educational computer games? In UK, Canada & US - 70% want to, only 30% do it. WHY? Low quality in existing titles & few to choose from.

History of learning games... Educational Games Educational media and computer-assisted-instruction shape edutainment. Simulations lives in its own niche. The Oregon Trail (1973) Where in the world is Carmen San Diego (1985) Hidden Agenda (1987) Mathblaster (1985) Crystal Rain Forrest (1992) Innovative titles lies some time back.

Current educational games Making History: The Calm & The Storm (WW2) Global Conflicts: Palestine (Middle east conflict) Bolivia Brænder (oprør & gældsslaver) Food Force (World hunger & crisis) Educational Games There is a real need for titles with potential. Making HistoryFood ForceGlobal Conflicts: PalestineBolivia Brænder Trailer Latin

This is not about edutainment 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. Educational Games

Edutainment has problems Most of what goes under the name "edutainment" reminds me of George Bernard Shaw's response to a famous beauty who speculated on the marvelous child they could have together: "With your brains and my looks..." He retorted, "But what if the child had my looks and your brains?" (Papert, 1998: 88) Educational Games

Same topic different kind of game French revolution Quiz show: The player must get all the answers right and compete with other students. Treasure hunt: The player must explore different web- sites and sources in competition with students to answer the most questions. Virtual explorer: The player explores a virtual universe with different sources, people and methods for solving different missions by understanding what going on. Edutainment Next-gen (Serious Games) Educational Games

What are we talking about... ”Educational games are fundamentally different than the prevalent instructional paradigm. They are based on challenge, reward, learning through doing and guided discovery, in contrast to ”tell and test” methods of traditional instruction.” -Report of the Federation of American Scientiest, ”Educational Games 2006” Educational Games

”I learned more history from this game in one day than I have learned from the teaching the last 6 months” Oliver Hansen, Student, 16 years

Primary target group Subjects: What is the product Danish 8th graders using the game early Global Conflicts: Palestine target students of years  Primary: Citizensship & History  Secondary: Media, religion, ethics, geography & communication (Small TV2 movie)

Seconday target group What is the product Serious gamers taking on the challenge. Global Conflicts: Palestine target mature people with an interest and engagement in current issues Watch documentaries & debate programs Consider themselves knowledgable Often females above 30 years Have an above average education Have an above average income Use IT but not necessarily gamers

f Welcome to the reality Material from Global Conflicts: Palestine online learning resource.

Welcome to Global Conflicts: Palestine In-game shots from the game Global Conflicts: Palestine

Checkpoint! Feel and understand the tense atmosphere and problems of the conflict of Palestine

Build trust by understanding and exploring different perspectives to get people’s personal story

Breath-taking engagement with people, you, the journalist, makes your mark on the media coverage

Students explore and learn from detailed and scary environment - they see the inside of the conflict Trailer Palestine

Freelance journalist Get the best article Find informants Gain their trust Get their story Dig out best quotes Put together article Highest journalist level Gameplay What is Global Conflicts: Palestine You Goal Means Winning

Teaching form Teacher talks Play Game Plenum Group discussions  Read topic overview  Overview of theme  Teacher’s manual  Topics overview  Curriculum mapping  Explore perspectives  Experience issues  Mission sheets  Discuss experiences  Write article  Worksheets  Online companion  Debriefing  Evaluation What is the product

d Teacher manual Mission sheets Topics overview Worksheets

ddd simple tests In-depth online learning companion w. integrated webshop for digital distribution Background for students: Timeline, documents, encyclopedia & links: Specific themes: Work questions, small tests, links, video & pictures Meet and discuss with other students: Forum & newsletter

Educational layers Israeli-Palestinian conflict (Content): Experience everyday life in the conflict through real personal accounts on the conflic’ts core issues. Human rights, terrorism & media’s role (Themes): In the game there will be regular references to human rights, terrorism, and the media. Source criticism & writing article (Skills/Methods): Students have to be aware of the right angle, the agenda of sources, and article writing. Perspective-taking, critical thinking & bias awareness (Competences): A variety of perspectives on the same events and issues, which force students to shift between perspectives while thinking critically of bias. Empirical study

Blended learning experience  Experiential: The games provides a virtual tour to the conflict with concrete experiences that provide a strong starting point for learning about the topic.  Learning styles: Dynamic feedback, interaction that makes a difference, multimodal encoding, mistakes are safe to make & you are presented with challneges. What is Global Conflicts: Palestine

Different rooms for learning styles Group work Reflective observation Active experimentation GC: Palestine Lecture Abstract concepts Concrete experiences Kolb’s cycle covered with different teaching forms in the course. The teacher is crucial to facilitate a full learning experience. Empirical study

Qualitative feedback (students) “Global Conflicts: Palestine is a fun and different way to receive learning” (Female student, 18 years) “You had a greater desire to learn about the topic from Global Conflicts: Palestine” (Male student, 16 years) ”You learn a lot about how Israelis and Palestinians respectively look at the conflict, because you talk to different persons... I think it is good that the stories derive from reality, providing the stories with a realistic tone.” (Female student, 18 years) Empirical study

Qualitative feedback (teachers) Customers "By playing the game, the students reached a higher level of understanding on the issues of the conflict, than I could have accomplished in a traditional way, so it has my highest recommendations.”(Danish 8th grade teacher) "They are VERY interested and are highly motivated to it themselves.The parents say: Wish we had that form of teaching in school!” (Danish high school teacher "I used the game with our 11th grade World Cultures students - I have never seen the computer lab so quiet! All of the students were seriously engaged and many expressed that they really enjoyed it” (US high school teacher

Students want more... Empirical study  90% students find it to be an interesting course  88% students find it to be an interesting educational material  59 % students find they learned more  90% students wants to try a similar course again Sample: 51 Danish High school low- middle class students after a one-week course (similar results for 8th graders).

Other support for effiency  More motivated & engaged  Activity perceived as more challenging  Rention is often better Most research say you learn from games - at least the same as other teaching methods. Below overview of studies that support learning from games YesMaybeNo 2012

Media coverage

Closing ”... Global Conflicts er en pioner, der forkaster computerspillets rigide krav om lutter underholdning for ø jnene og erstatter dem med et l æ rerigt engagement for hjernen. Spilmediet er blevet skolemodent, for Global Conflicts viser, at spil har potentialet til at v æ re dette å rhundredes l æ rebog, fordi de i kraft af deres interaktivitet kan levendeg ø re verdens problemstillinger som intet andet medie. ” - Review Politiken Trailer GC:LA

Closing Buy the private or educational package online at Contact: Companywww.seriousgames.dk Trailer GC:LA