1. Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland Mr. Brendan Kelleher, Dr. Patrick Felicia Waterford Institute of Technology

2. About me GB L Developer/researcher for the Game-Based Learning (GBL) research group at Waterford Institute of Technology Design and develop websites, apps and educational games Research Interests: – Game-based learning – Artificial intelligence 2

3. Activities of the Game-Based Learning research group Specialise in the design, deployment and evaluation of GBL solutions Interested in furthering the understanding of how games can improve both motivation and learning outcomes Organise GBL events:  Presentations from members  Workshops  National and international conferences 3

4. Overview Background of the study Objectives of the project Data collection & analysis Challenges Useful Links Resources 4

5. Background of the study GBL is a highly motivating and stimulating medium (Bixler, 2005) VEC Learning seems to be conducted in a traditional way in Vocational Education Committees (VEC)s despite technology use becoming ever more widespread There is little mention of GBL in teacher training and some teachers were never formally introduced to facilitate its use for their classes 5

6. Background of the study Part of a European funded project examining the use of mobile devices and GBL for vocational education MoGaBaV ET Mobile Games Based Learning Vocational Education & Training (MoGaBaVET) research project The study is focused on assessing and finding the best methods for creating, analysing and deploying game-based learning for vocational education 6

7. Background of the study It also examines the possibility of utilising mobile devices The partners includes five organisation:  Humance AG, Germany  Bildungszentren des Baugewerbes (BZB), Germany  Waterford Institute of Technology, Ireland  Fundación Laboral de la Construcción, Spain  Stiftung ECAP, Switzerland 7

8. Background of the study How game-based learning can help teachers: “to understand the role of a teacher as a facilitator of instruction” (Sardone & Devlin-Scherer, 2009) Can encourage different forms of learning. Eg. gesture based learning, augmented reality etc… Allows the learner to take ownership of learning 8

9. Background of the study How game-based learning can help learners.. Reduce any inhibitions toward learning - “Players learn through their games to handle cultural relativity and to deal with different people and roles”. (Prensky, 2002) Identify their weaknesses through gameplay in a safe environment - “Educational gaming encourages active learning and risk taking in an environment where real-world consequences are diminished “. (Gee, 2007) 9

10. Background of the study How game-based learning can help learners: Allows learners to reflect on their experiences Encourages the learner to be involved in the learning process (sense of control and ownership of learning) Improves skills through repetitive play - “Players of computer and video games not only learn how to do things in terms of knowing the procedures, but they also practice the skills until the learning is internalized and becomes second nature”. (Prensky, 2002) 10

11. Objectives of the project ICT To examine the use (or lack of use) of Information & Communications Technology (ICT) and games by teachers in Vocational Education To identify teachers’ perception of GBL as well as their attitudes and expectations regarding the use of GBL in a classroom environment To guide the design and development of a GBL solution for vocational education 11

12. Data collection: Methodology VE C Contacted 33 Vocational Education Committees (VEC)s around Ireland Made the online survey available to the teachers in the VECs Followed up initial email with reminders Phone interviews with teachers from three Youthreach centres Data collection in May 2013 Planning to extend until September/October 12

13. Data collection: Target groups Post Leaving Certificate (PLC) Vocational Training Opportunities Scheme (VTOS) Adult Basic Education (ABE) Apprenticeships & Traineeships Youthreach 13

14. Data collection: Structure of the survey Seven sections examining: 14 About the respondent IT proficiency ICT for teaching and learning About those who have not used educational games for teaching About those who have used games for learning Mobile games for learning Motivational and pedagogical support

15. Data collection: Objectives of the survey Examine ICT use Assess any previous use of games for learning Assess any previous use of mobile devices for learning Identify teachers’ beliefs regarding the motivational and pedagogical benefits of using games for learning 15

16. About the respondents 16

17. About the respondents 17

18. About the respondents 18

19. About the respondents 19

20. About the respondents 20

21. IT Information Technology(IT) proficiency 21

22. IT proficiency 22

23. IT proficiency 23

24. IT proficiency 24

25. IT proficiency 25

26. IC T Information & Communication Technology (ICT) for Teaching and Learning 26

27. ICT for teaching and learning 27

28. ICT for teaching and learning 28

29. ICT for teaching and learning 29

30. About those who have never used educational games for teaching 30

31. About those who have never used educational games for teaching 31

32. About those who have used educational games for learning 32

33. About those who have used educational games for learning 33

34. About those who have used educational games for learning 34

35. About those who have used educational games for learning 35

36. Mobile games for learning 36

37. Mobile games for learning 37

38. Mobile games for learning 38

39. Mobile games for learning 39

40. Motivational and pedagogical support 40

41. Motivational and pedagogical support 41

42. Motivational and pedagogical support 42

43. Motivational and pedagogical support 43

44. Motivational and pedagogical support 44

45. Motivational and pedagogical support 45

46. Motivational and pedagogical support 46

47. Challenges No time to consider using games Afraid to try something new…  …go with what is safe and familiar Overly complicated rules…  …difficult to see any clear pedagogical benefit 47

48. How teachers feel… 48

49. Challenges CPD Continual Professional Development (CPD) does not explore the use of games as a learning strategy Learning should be learner-centred Move away from rigidly defined courses  Use games as an additional resource 49

50. Challenges Technology is to a large degree under utilized for education.  Lack of direct funding  Inconsistent use Lack of a clear guideline to adopt GBL for vocational education Need for an integrated approach to provision of VET in Ireland 50

51. Food for thought… Accessibility Resources Time 51 Teachers need time to test and trial GBL! Teachers need access to resources, anywhere, anytime! Resources must be centralised!

52. Useful Links Links worth checking out:  http://etuitionnetwork.ning.com/ http://etuitionnetwork.ning.com/  http://www.fit.ie/ http://www.fit.ie/  http://www.engagelearning.eu/teachers http://www.engagelearning.eu/teachers 52

53. Thanks for Listening Email: bkelleher@wit.ie or pfelicia@wit.iebkelleher@wit.iepfelicia@wit.ie www.gbl-research.com @gblresearch or @brendecimus 53

54. References Bixler, B. (2005). Motivation and its relationship to the design of educational games. Paper presented at the New Media Consortium (NMC) Online Conference on Educational Gaming, Internet. Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan. Prensky, M. (2002) What Kids Learn That’s POSITIVE from Playing Video Games. Sardone, N. B., & Devlin-Scherer, R. (2009). Teacher Candidates' Views of Digital Games as Learning Devices. Issues In Teacher Education, 18(2), 47-67. Spotlight on VET, Ireland. http://www.cedefop.europa.euhttp://www.cedefop.europa.eu 54