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Stefan Greuter G4C ANZ Presentation
- 1. Making Boring Fun: Designing a Game for Occupational Health and Safety Stefan Greuter Susanne Tepe Frank Boukamp J. Fiona Peterson Ron Wakefield Kimberley d'Amazing Tim Goschnick Thomas Harris Kalonica Quigley Rhys van der Waerden
- 2. Construction safety is important • Australian construction industry represents 9% of the workforce • 11% of all serious workers’ compensation claims occur in construction • Fatality rate in construction is more than twice the rate for “all industries” • OH&S Construction Induction Process – (White Card) – VET course on Construction Induction defines the content People who work in the construction industry continue to be injured on construction sites 16.11.2012 Games For Change Conference, Melbourne
- 3. OH&S Construction Induction Training • Students often disengaged • Target group consists of surface learners • Preference towards – Activity-based classroom teaching – Instructor monitoring – Structured course content – Graphical representations with little text Maybe construction students are disengaged because classroom lecturing isn’t the best teaching method for them 16.11.2012 Games For Change Conference, Melbourne
- 4. Games • Provide highly structured environment • Break down complex tasks into smaller tasks • Adjust to the individual pace of the player • Provide immediate and continuous feedback • Facilitate exploration of multiple solutions • Require players to formulate hypotheses • Require player to evaluate the outcome All of which has been linked with better learning outcomes, motivation and retention of material 16.11.2012 Games For Change Conference, Melbourne
- 5. Demo 16.11.2012 Games For Change Conference, Melbourne
- 6. Engagement • Questionnaire designed to assess – Enjoyment – Engagement – Motivation • Followed up by interview post game play • Preliminary results show: – Players were engaged and immersed – Indicated positive experience – Appreciated the design – Recognised as useful tool for OH&S training 16.11.2012 Games For Change Conference, Melbourne
- 7. Content Testing • OHS Test designed to examine – Testing for transferability of the learning to real-world situations – Ability to spot hazards in photos of real construction sites – Initial learning and later retention of the content • Preliminary results show: – Gamers able to spot more hazards than non- gamers – Gamers more like ‘experts’ in detecting hazards 16.11.2012 Games For Change Conference, Melbourne
- 8. Example test photo spot the hazards 16.11.2012 Games For Change Conference, Melbourne
- 9. Conclusion • Hazard Identification Game for construction industry students • Support the learning and teaching of construction safety induction • Provides players with choices to create their own learning pathway 16.11.2012 Games For Change Conference, Melbourne
- 10. Trouble Tower for iPad Search for “Trouble Tower” www.facebook.com/troubletower 16.11.2012 Games For Change Conference, Melbourne
- 11. THANK YOU 16.11.2012 Games For Change Conference, Melbourne White Card Dr. Stefan Greuter School of Media and Communication RMIT University, Melbourne, Australia stefan.greuter@rmit.edu.au White Card Dr. Susanne Tepe School of Applied Science RMIT University, Melbourne, Australia susanne.tepe@rmit.edu.au
Notas del editor
- Stefan Office of the Australian Building and Construction Commissioner, have established a construction induction process also known as White Card Training. Everyone intending to work on a Tier 1 construction site must have a White Card
- Stefan Personal experience is that students were disengaged; looking a phone, checking email, playing games Reference: T. Harfield, et al., "Toward a Learning-Styles Profile of Construction Students: Results from New Zealand," International Journal of Construction Education and Research vol. 3, pp. 143-158, 2007
- Games provide flow (Csikszentmihalyi) Flow is the feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment (Mihaly Csikszentmihalyi) Useful where learning is perceived as complex or boring (Prensky) Capable of triggering a deep motivation for learning (Bogost, Gee) Provide ability to experiment with multiple outcomes (Dalgarno and Davies ) Have an advantage over Designed to be engaging and entertaining (Zicherman)
- Susanne All players were engaged and immersed Players enjoyed the graphics sound and interaction Were happy to play the game to the end (20 – 25 mins) Players didn’t find the game too easy or too difficult, which was an important aspect of the flow experience Most players thought that it is a useful activity to reinforce OH&S learning Much better than multiple choice test, but that was not really hard to beat.
- Susanne How do you test if a game does what you want it to do? We were looking for transferability from game to real life, and improved retention about hazards. Shows that students were able to spot more hazards Students are more likely to agree with experts on what hazards were.
- Very optional
- Susanne Kept people from falling asleep Uniformly happy with playing a game in class Student became a bit better at recognising hazards All of the people wanted to play the game to the end. Isn’t that nice change that people can get hooked for half an hour on a game that is educational.
- Handover to Stefan