IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Case study of Global Conficts: Middle East Assistant Professor Simon Egenfeldt-Nielsen IT-University Copenhagen CEO Serious Games Interactive Milano, 3th May 2006 "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

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

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S In principal, any game Games with an agenda Educating, enlightening.. Not only entertaining What are serious games Edutainment Advertainment Anti-advertainment Political games Satirical games

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. Problems with edutainment

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S 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: 1) Edutainment lacks balance

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

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

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

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

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 research-based industry through a prototype convincing other developers of the potential in developing educational computer games beyond low- budget titles Research Goals

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S “I learned more history in one day than the last 6 months” Highschool student Play trailer

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S What problems did we try to solve  Perpective: Provide different perspectives on a topic  Involvement: Provide involvement in a topic  Engagement: Make the students feel they make a difference  Realism & atmosphere: Develop realistic atmosphere  Curriculum ties: Fit it in with important curriculum problems

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Learning approach  Experiential learning: Concrete to abstract  Features: Audiovisual, safety, challenge, interaction, feedback  Strong game universe: Compelling, realistic, engaging  Different perspectives: Dialogue, group discussions and plenum  Trust and points: Very strong, use to guide and give precise feedback  Personal stories makes the conflict more present

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, Little time to use the game as a educational tool, a one day session could work Generally, teachers don’t understand playing games as a educational tool, must be taught how to use games

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  Right balance between competences  Terminology between competences  Opposing views on content  Time pressure (dev., content, iterations)  Coordination process  Technology takes much focus, especially early  Hard to change design based on input  Winning not acceptable Problems in design process so far

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  Complexity & branching in content  Triggering reflection  Technical problems limited  Keeping game serious but engaging  Linking to teaching and textbooks  Balance between points, score and learning  Teachers reluctant to engage with games  Teachers and students quite interested  Very different ways of playing Problems in classroom use so far

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S  85% students find it to be an interesting course  72% Students find it to be an interesting educational material  58 % of students find they learned more  89% of students wants to try a similar course again Students wants more... Sample: 51 Danish High school low- middle class students after a one-week course

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Market  The latest market numbers for serious games suggest a market size of $10 bn.  20% of all UK, US & Canada teachers use games, but up to 70% wants to. They see few titles and their lack of quality as main barriers (MORI, 2006; Becker, 2005).

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Egenfeldt-Nielsen, Simon (2005). Beyond Edutainment: Exploring the Educational Potential of Computer Games. IT-University Copenhagen. Katrin Becker & Michele Jacobsen, Games for Learning: Are Schools Ready for What's to Come? DiGRA nd International Conference Malone, T. W., & Lepper, M. (1987b). Making learning fun: A Taxonomy of Intrinsic Motivation for Learning. In Snow & Farr (Eds.), Aptitude learning, and instruction. London: Lawrence Erlbaum Associates Publishers. References

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Slides at Links: Contact