Digital Games as Tools for Designing and Implementing Pedagogical Innovations

University of Piraeus Centre for Research and Technology – Hellas (CE.R.T.H.)
Department of Digital Systems Information Technologies Institute (I.T.I.)

Advanced Digital Systems and Services for Education and Learning (ASK)

Digital Games as Tools for Designing
and Implementing Pedagogical
Innovations
Demetrios G. Sampson
Senior Member IEEE

Department of Digital Systems, University of Piraeus &
Information Technologies Institute, Centre for Research and Technology Hellas

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D. G. Sampson 1/32 Digital Games @ Onassis Culture Center, 17 Oct 2012



“Digital Games – New Skills and Educational Tools”
Onassis Culture Center, Athens, Greece
October 17th, 2012

Jesper Juul (Visiting Professor at the NYU Game Center)
Tim Luft (Serious Game Institute, UK / Director Serious Games International)
Katie Salen (Professor of Design and Technology at Parsons the New School for
Design, USA / Director Institute of Play)
Demetrios G Sampson (Professor of Digital Systems in Education and
Learning, University of Piraeus)




Presentation Outline
 Emerging Challenges for Pedagogical Innovations in
Higher Education
 Digital Games as Tools for Designing and
Implementing Pedagogical Innovations
 Digital Games Research @ Dept Digital
Systems, Univ Piraeus
 Conclusions




#1
Emerging Challenges for Pedagogical
Innovations in Higher Education




Challenges:
Student Learning in a Globally Interconnected World
Re-think and Re-Define
•Learning Outcomes – Targeted
Competences (Personal
Development – Global Citizenship –
Professional Qualifications)
•Methods of Teaching and Learning
(Active Student-centered)
•Methods of Assessment (Authentic
Real-life Situations – Portofolios)



Challenge #1:
Learning Outcomes – Targeted Competences
Move from reproduction-directed
learning objectives (memorize
externally regulated knowledge) to
meaning-directed learning objectives
(deep understanding – self-regulated
knowledge construction based on
personal interests and responsibility)
and application-based objectives
(dynamic use knowledge in real life
context aware conditions)




Challenge #2:
Teaching to Foster Quality Student Learning
Move from traditional lecture-based
teaching to problem-based and
project-based learning stimulating
active student participation
combined with work-based learning.

Connect the University with the
World outside the classroom.




Challenge #3:
Align Assessment Methods to Learning Objectives
•Move from traditional exam papers
to multiple, integrated means of
assessment preferably supported by
technology – individual students and
groups portofolios.
•Build powerful learning assessment
tools that foster
motivation, engagement, self-
confidence, reflective thinking.




#2
Digital Games as Tools for
Designing and Implementing
Pedagogical Innovations




Defining (Digital) Games
Characteristics Definition

Competition The goal is to achieve an outcome that is superior to others

Challenge Tasks require effort and are non-trivial

Exploration There is a context-sensitive environment that can be investigated

Fantasy Existence of a make-believe environment, characters or narrative

Goals The are explicit aims and objectives

Interaction An action will change the state of play and generate feedback

Outcome There are measurable results from game play (e.g. scoring)

People Other individuals take part

Rules The activity is bounded by artificial constraints

Safety The activity has no direct consequence in the real world

Nicola Whitton (2009), Learning with Digital Games: a Practical Guide to Engaging Students in Higher Education, Routledge




Why Digital Game-based Learning?
• The increasing popularity of digital games.

(ISFE, 2010)

• Structural characteristics and affordances of digital games that make them
motivating and engaging. More specifically, digital games:
 are rule-based and goal-oriented
 have rich narrative elements and storyboards
 present players with challenges
 allow for interaction
 offer players with opportunities to experience the outcomes of their
performed actions

(Klopfer, 2008; Prensky, 2007)

Interactive Software Federation of Europe (2010). Video Gamers in Europe 2010: Prepared for the Interactive Software Federation of Europe (ISFE) by
GAmeVision Europe. Retrieved May 12, 2012 from http://www.isfe.eu/content/video-gamers-europe-2010-gamevision-study.

Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games. Cambridge, MA: MIT Press

Prensky, M. (2007). Digital Game-Based Learning. Minnesota: Paragon House




Digital games as facilitators of active learning processes
The “probe, hypothesize, reprobe, rethink cycle”
The player:
 explores the game world
 formulates a hypothesis as a result of reflection
 tests the validity of the formulated hypothesis
 accepts or rejects the hypothesis” and re-engages
in this sequence of actions
Gee, J.P. (2007), What videogames have to teach us about learning
and literacy. New York: Palgrave McMillan

The “Input-Process-Output Game Model”
 Making judgements about the game world
 Undertaking specific actions as manifested by observable behaviour
 Refinement of judgements and actions with the help of provided
feedback
Garris, R., Ahlers, R. & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4)




How can learning take place with the support of digital
Learners are presented with complex games?
Digital games can be considered
and ill-defined problems. as environments for “safe”
(Gee, 2007; Prensky, 2007; Whitton, 2010) experimentation since performed
actions have no real-life
Learners can: consequences.
• adopt different roles (Kirriemuir &
• interact with virtual objects McFarlane, 2004, Whitton, 2010)
• discuss and negotiate with other (virtual)
characters
• investigate cause and effect relations By applying trial-and-error
• resolve conflicts approaches, users are able to
• search for relevant information
digital games experiment and learn from their
• make decisions with respect to the mistakes.
problem at hand (Prensky, 2007)
(Gee, 2007; Kim, Park, & Baek, 2009)

Kim, B., Park, H. & Baek, Y. (2009). Not just fun but using strategies: Using meta- Kirriemuir, J. & McFarlane, A. (2004). Literature review
cognitive strategies in game-based learning. Computers and Education, 52(4) in games and learning. Bristol: Futurelab.



The rise of serious games

Serious games are defined as games “in which education -in
its various forms- is the primary goal, rather than
entertainment” Michael & Chen (2006, p. 10)

Serious games target at providing users with
interactive learning environments within which there is
potential for developing a range of higher-order cognitive
skills and applying knowledge related to a number of
disciplines. Klopfer (2008)

Klopfer, E. (2008). Augmented Learning: Research and design of mobile educational games.
Cambridge, MA: MIT Press
Michael, D.R. & Chen S.L. (2006). Serious Games: Games that Educate, Train and Inform.
Cincinnati, Ohio: Muska & Lipman/ Premier-Trade.
.




Aims of provided education at different educational levels
the context of higher education
the context of secondary education
 Provide both general education and career-  Impart in a holistic way the knowledge, skills and
specific targeted education. attitudes that will enable young people to be effective in
life and work.
 Help students develop ethical values and
 Provide effective preparation for those proceeding to
competences that will allow them to: post-secondary education or entering the world of work.
 exercise active citizenship,
 Balance between academic disciplines and generic
 be able to respond to changing conditions, practical and social skills.
 be able to respond to professional demands,
 Consolidate literacy, numeracy, life skills and learning-to-
 to become lifelong learners.
learn skills.
 Facilitate the acquisition of skills, UNESCO (2005). Secondary Education Reform: Towards a convergence of knowledge
acquisition and skills development
competences and abilities for: the context of technical & vocational education &
 communication, training
 Employment is the immediate goal.
 analysis and evaluation,
 independent thinking,  Integral component of lifelong learning.
 team working in multicultural contexts.  Help individuals and countries to achieve
UNESCO (1998). World Declaration on Higher Education for the Twenty-First Century: sustainable development and social cohesion.
Vision and Action/ Framework for Priority Action for Change and Development in UNESCO (2002). Technical and Vocational Education and Training in the 21 st
Higher Education. Century: New Roles and Challenges for Guidance and Counseling




Utilizing digital games at different educational levels
the context of higher education the context of secondary education
 Use of digital games should target at  Need for alignment between the content of the digital game
facilitating the development of higher- and the curriculum.
order cognitive skills.  Focus on the achievement of subject-specific educational
 Need to see the real-world relevance of objectives.
digital games.  The use of games should fit to existing time scheduling and
constraints.
 Greater flexibility in the employment of
assessment methods.  Assessment of produced outcomes should be immediate
and easy to be conducted.
 The use of digital games should become
 Motivation is one of the main reasons for introducing digital
accepted by all the involved stakeholders  games. (Ulicsak & Wright, 2010)
need for a clear pedagogical rationale.
the context of technical and vocational education and training
 Appropriateness of the digital game as
perceived by the game users.  Focus on learning procedures (not content).
 Used for training employees.
 Motivation is not the main reason for
introducing digital games in higher  Used as part of blended-learning approaches.
(Ulicsak & Wright, 2010)
education contexts. Whitton (2010)
Ulicsak, M. & Wright, M. (2010). Games in Education – Serious games: A Futurelab literature
review. Futurelab, Bristol, UK.




Alignment of digital game types with potential learning
Learning objective outcomes
Description of objective Game types
Drill and practice games
Memory, repetition, retention Factual knowledge
Quiz games, Puzzle games

Apply knowledge into new contexts. Sport games
Using information, methods, Action games
Applying concepts, rules
concepts, and theories Driving games
in new situations. Drill and practice

Evaluation of existing knowledge, Strategic games
Decision making, devising making predictions, Adventure games
strategies and problem- solving drawing conclusions, making choices Role-playing games
and develop reasoned arguments. Simulation games

Strategic games
Social interaction, values, Understanding the social
Role play games
cultures environment
Simulation games
Dondi, C. & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3)




Game-based learning efforts in higher education contexts (1/3)
 Game: “Marketplace” (web-based game)
 Context of use: a university marketing
course
 Educational activities: engagement in
group work with the aim to establish
virtual companies, undertake actions
related to performing market
analysis, devising marketing strategies, and
designing appropriate products for The “Marketplace” game
development. http://www.marketplace-simulation.com/

 Assessment: through presentations held by students, worksheets and individual
assignments
 What students reported: opportunity to apply theoretical concepts to a real-life
situation, immediate feedback on performed actions, limited feedback that did not facilitate
links between actions and consequences.
(Whitton, 2010) Digital Games @ Onassis Culture Center, 17 Oct 2012
D. G. Sampson 18/32



 Game: The “Retail Game” (web-based
game)
 Context of use: a university retail
marketing course
 Educational activities: adopting roles,
handling data regarding a virtual store’s
status and market needs, make decisions
with respect to their store’s management,
and provide a rationale for each of their The “Retail Game”
decisions. http://www.retail-game.com/

 Assessment: game output, short reports and oral presentations
 Learning potential: opportunities to develop an understanding of marketing principles and
retail operational issues, as well as apply communication and interpersonal skills.
(Whitton, 2010)




 Game: “PeaceMaker”
 Context of use: a university course on
politics and international relations
 Educational activities: adopting the role of
either the Israeli Prime Minister or the
Palestinian President, investigating the
interplay between ethical concerns and
international politics, and becoming
familiar with the Israeli-Palestinian “PeaceMaker”
problem. http://www.peacemakergame.com/

 Assessment: through presentations and reflection activities
 Learning potential: a deeper understanding of the problem at hand, with the students
seeming to be able to understand the complexities of the issue and the barriers to finding a
final solution. (Whitton, 2010)




#3
Digital Games Research @ Dept
Digital Systems, University Piraeus




PhD Students
Hercules Panoutsopoulos
Game-based Learning in School Education
Sofia Mysirlaki
Simulation Games as Digital Tools for
Supporting School Education




An experimental study in school math education
Game employed: “Sims 2 – Open for Business”
Context of study: secondary education
Aim of study: Investigate the effectiveness of the game
with respect to:
 achieving learning objectives related to the subject of
Mathematics,
 achieving general learning objectives related to the upper
levels of Bloom’ s taxonomy,
 developing (more) positive attitudes toward the subject of
Mathematics.
Users adopted the role of a business manager and got
engaged in activities requiring data
monitoring, strategic thinking, decision
making, planning, and performing actions related to
keeping customers satisfied.
Panoutsopoulos & Sampson (2010; 2012)



Implementation of the game-based learning activities




Enhancing entrepreneurship education with the support of digital
games
Entrepreneurship is considered as one of the key
competences for “personal fulfillment and
development, active citizenship, social inclusion and
employment”.
(Commission of the European Communities, 2005, p. 18)

Digital games constitute an example of a technological
facilitator that has the potential to enhance
entrepreneurship education.
business simulation games
 Offer opportunities for developing theoretical understandings and
establishing connections between theory and its application .
 Offer opportunities for learning by doing in an authentic management
situation.
 Facilitate the development of analytical decision making skills.
Ben-Zvi, T. (2007). The efficacy of business simulation games in creating Decision Support Systems: An experimental investigation.
Decision Support Systems, 49(1), 61–69.




The context of our currently conducted research
The purpose of our currently conducted research is to investigate the effectiveness of digital
games as learning tools that can enhance entrepreneurship education.
More specifically what we intend to do is to:
 Investigate the impact of digital games on achieving learning outcomes and developing
(more) positive attitudes toward entrepreneurship.
 Focus on specific affordances that games provide
and can potentially affect their learning
effectiveness.
 Define indicators for evaluating the effectiveness
of digital games based on the proposed game
affordances.
 Measure the effect of the proposed game
affordances on the achievement of reported
results. Panoutsopoulos, Lykourentzou, & Sampson (2011)



Related Publications
• I. Panoutsopoulos, D. Sampson and A. Mikropoulos, "Digital Games as Tools for
Designing and Implementing Innovative Pedagogical Approaches: A Review of
Literature", in Maree Gosper and Dirk Ifenthaler (Eds), Models for the 21st Century.
Using Learning Technologies in Higher Education, Springer, October 2012
• I. Panoutsopoulos and D. Sampson, "A Study on Exploiting Commercial Digital Games
into School Context", Educational Technology & Society Journal (ISSN 1436-4522), vol.
15(1), January 2012
• I. Panoutsopoulos, M. A. Lykourentzou and D. Sampson, "Business Simulation Games as
Digital Tools for Supporting School Entrepreneurship Education", in Proc. of the 11th
IEEE International Conference on Advanced Learning Technologies (ICALT 2011),
Athens, Georgia, USA, IEEE Computer Society (ISBN:9781612842097), 6-8, July 2011
• I. Panoutsopoulos and D. Sampson, "Integrating Digital Games into School Curriculum:
a field experiment in math education", in Proc. of the IADIS International Conference
Cognition and Exploratory Learning in Digital Age (CELDA 2010), Timisoara, Romania,
IADIS Press (ISBN 978-972-8939-28-1), 15-17, October 2010




#4
Conclusions




Current Research Trends in TeL (1/3)
 One Year or Less
 Mobile Apps
 Tablet Computing
 Two to Three Years
 Game-Based Learning
 Learning Analytics
 Four to Five Years
 Gesture-Based Computing
 Internet of Things

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New
Media Consortium




 User Modeling
 Mobile Tools
 Networking Tools
 Serious Games
 Intelligent Environments
 Educational Data Mining
 Rich Interfaces

Woolf, B. P., Shute, V. J., VanLehn, K., Burleson, W., King, J., Suthers, D., Bredeweg, B., Luckin, R., & Tonkin, E. (2010). A roadmap for
education technology. Computing Community Consortium, Washington, DC




 Cloud Computing
 Mobile Learning Technologies
 Game-based Learning (GBL)
 eBooks
 Learning Analytics
 Context-sensitive Services
 Augmented Reality
 Gesture Recognition

Learning Frontiers (2012), TEL-Map Coordination and Support Action. Available at: http://www.learningfrontiers.eu/?q=page/emerging-
technologies




Issues for further Research and Investigation
 Can Digital Games offer a suitable environment to
teachers for students' continuous assessment that
facilitate identification of problems and
misunderstandings and, thus, support re-design
learning activities so as to achieve well-defined
intended learning outcomes ?
 Investigate which Digital Games’ affordances can
be used in game-based assessment particularly in
assessing complex problem-solving processes and
outcomes in a digital game-based learning
environment, through the continuous monitoring
and analysis of meaningful learner game activities
by the teacher.
 Digital Games as a facilitator for Learning Analytics.


Digital Games as Tools for Designing and Implementing Pedagogical Innovations

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