Digital Games as Tools for Designing and Implementing Pedagogical Innovations

University of Piraeus
Department of Digital Systems
Centre for Research and Technology – Hellas (CE.R.T.H.)
Information Technologies Institute (I.T.I.)
25 January 2014
Advanced Digital Systems and Services for Education and Learning (ASK)
1/40D. G. Sampson
Digital Games as Tools for Designing
and Implementing Pedagogical
Innovations
This work is licensed under the Creative Commons Attribution-NoDerivs-NonCommercial License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nd-nc/1.0 or send a letter to Creative Commons, 559 Nathan Abbott
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Demetrios G. Sampson
Professor
Senior Member and Golden Member IEEE
Department of Digital Systems, University of Piraeus &
Information Technologies Institute, Centre for Research and Technology Hellas

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Presentation Outline
 Introduction
 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

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#1
Introduction

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… the speaker …
 Professor, Department of Digital Systems, University of Piraeus, GREECE
 Founder and Director, Advanced Digital Systems and Services for Education and Learning, EU
 Research Fellow, Information Technologies Institute, Centre for Research and Technology, GREECE
 Adjunct Professor, Faculty of Science and Technology, Athabasca University, CANADA
 Co-Editor-in-Chief, Educational Technology and Society Journal
 Steering Committee Member, IEEE Transactions on Learning Technologies
 Past Chair, IEEE Computer Society Technical Committee on Learning Technology (2008-2012)
 Senior and Golden Core Member, IEEE Computer Society
 IEEE Computer Society Distinguished Service Award, July 2012
 Co-author of 325 publications with at list 1430 citations (h-index:21)
 Received 7 times Best Paper Awards in International Conferences on Learning Technologies
 Guest Editor of 26 Special Issues in International Journals
 Member of Editorial Board, 22 International Journals in Learning Technologies
 Keynote/Invited Speaker on 55 International and/or National Conferences in Learning Technologies
 General and/or Program Committee Chair in 35 International Conferences in Learning Technologies
 Program Committee Member in 356 International and/or National Conferences in Learning Technologies
 Project Director, Principle Investigator and/or Consultant in 65 research projects with external funding 14M Euro (1991-2016)

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The Advanced Digital Systems and Services for Education and
Learning (ASK) is a research establishment, associated with
– the Department of Digital Systems at the University of Piraeus
and
– the Information Technologies Institute at the Center for
Research and Technology Hellas,
that aims to conducts evidence-based research in response to real-
life problems for the Design, Implementation and Evaluation of
Digital Systems and Services for Technology Supported Learning
and Education.
ASK

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Research Areas
 Cloud Computing for Open Educational Resources and
Practices
 Context-Aware Adaptive and Personalized Mobile Learning
 Web 2.0 and Social Computing for Learning
 Learning and Knowledge Analytics
 Digital Game and Intelligent Toy Enhanced Learning
 3D Virtual Worlds in Real Education
 Learning Technologies for People with Disabilities

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Application Fields and Relevant Projects
 Technology-supported:
 Formal and Informal Science School Education (Relevant Projects:
Inspiring Science Education, Go-Lab, OpenDiscoverySpace, PATHWAY,
OpenScienceResources, COSMOS)
 Training for People with Disabilities (Relevant Projects: eAccess2Learn,
INCLUSIVELearning)
 Language Learning (Relevant Projects: SMILE, MW-TELL)
 Professional Competence-Based Lifelong Learning (Relevant Projects:
TenCompetence)

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Dept Digital Systems @ Univ Piraeus, Greece
 The University of Piraeus is one of the oldest State (Business) Universities in
Greece (since 1938). It presently operates with nine academic departments,
specializing in Digital Systems, Economics, Business Administration, International
Studies and related areas.
 The Department of Digital Systems offers a four-year Undergraduate Programme
(240 ECTSs) in “Digital Systems” (800 undergraduate students), two Postgraduate
Programmes (90 ECTSs) in “Technology Education and Digital Systems” (areas of
studies: e-Learning, Network-Oriented Systems, Digital Communications and
Networks) and in “Techno-economic Management and Digital Systems Security”
(areas of studies: Techno-economic Management of Digital Systems, Digital
Systems Security) (~200 postgraduate students), and Ph.D. studies (~50 PhD
students).

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#2
Emerging Challenges for Pedagogical
Innovations in Higher Education

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Technology-enhanced Learning
Use Digital Systems to transform the way that individuals, groups
and organizations “learn” and the way to “assess learning” in
21st Century
Objectives: From acquiring new “knowledge” to develop new and
relevant “competences”
Methods: From “classroom” based teaching to “context-aware”
personalized learning
Assessment: From “life-long” degrees and certifications to “on-
demand” and “in-context” accreditation of qualifications

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Digital Systems and Services for TeL
• Digital Systems and Services for Technology Supported Learning and Education
refer to (innovative) Methods, Tools/Systems and Technology-supported Services
that contribute to solving a well known or an ill-defined or a new problem in
Learning and/or Education and/or Training, aiming to improve existing methods,
tools/systems and services in Learning, Education and Training.
• It is an interdisciplinary field at the intersection of Technology (which is “the
practical and disciple application of Knowledge in a field of application”) and
Education (which “aims to improve learning, teaching and performance”)1.
• It requires a systems perspective, that is, “a long-term view of the problem and the
solution (from imagination through implementation to retirement or replacement of
the solution), a broad and holistic view of relevant factors (from the immediate
context to incidental and unanticipated activities) and a dynamic view of the
problem space (things are likely to change)” 1.
1 J Michael Spector (2012). Foundations of Educational Technology. Routledge.

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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)

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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)

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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.

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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.

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#3
Digital Games as Tools for
Designing and Implementing
Pedagogical Innovations

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

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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

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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
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
Gee, J.P. (2007), What videogames have to teach us about learning
and literacy. New York: Palgrave McMillan
Garris, R., Ahlers, R. & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(4)

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How can learning take place with the support of digital
games?
digital games
Learners are presented with complex
and ill-defined problems.
(Gee, 2007; Prensky, 2007; Whitton, 2010)
Learners can:
• adopt different roles
• interact with virtual objects
• discuss and negotiate with other (virtual)
characters
• investigate cause and effect relations
• resolve conflicts
• search for relevant information
• make decisions with respect to the
problem at hand
(Gee, 2007; Kim, Park, & Baek, 2009)
By applying trial-and-error
approaches, users are able to
experiment and learn from their
mistakes.
(Prensky, 2007)
Digital games can be considered
as environments for “safe”
experimentation since performed
actions have no real-life
consequences.
(Kirriemuir & McFarlane, 2004, Whitton,
2010)
Kim, B., Park, H. & Baek, Y. (2009). Not just fun but using strategies: Using meta-
cognitive strategies in game-based learning. Computers and Education, 52(4)
Kirriemuir, J. & McFarlane, A. (2004). Literature review
in games and learning. Bristol: Futurelab.

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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.

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

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

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Alignment of digital game types with potential learning
outcomesLearning objective Description of objective Game types
Memory, repetition, retention Factual knowledge
Drill and practice games
Quiz games, Puzzle games
Applying concepts, rules
Apply knowledge into new contexts.
Using information, methods,
concepts, and theories
in new situations.
Sport games
Action games
Driving games
Drill and practice
Decision making, devising
strategies and problem- solving
Evaluation of existing knowledge,
making predictions,
drawing conclusions, making choices
and develop reasoned arguments.
Strategic games
Adventure games
Role-playing games
Simulation games
Social interaction, values,
cultures
Understanding the social
environment
Strategic games
Role play games
Simulation games
Dondi, C. & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3)

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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
development.
 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)
The “Marketplace” game
http://www.marketplace-simulation.com/

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The “Retail Game”
http://www.retail-game.com/
 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
decisions.
 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)

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“PeaceMaker”
http://www.peacemakergame.com/
 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
problem.
 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)

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#4
Digital Games Research @ Dept
Digital Systems, University Piraeus

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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)

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Implementation of the game-based learning activities

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Digital Games for Entrepreneurship Education (1/2)
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.

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Digital Games for Entrepreneurship Education (2/2)
To investigate the effectiveness of digital games as learning tools that can enhance
entrepreneurship education.
More specifically:
 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)

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#5
Conclusions

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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

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 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

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 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

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 Digital Games as means for
Technology-Supported Assessment
 Collect and Analyze Data from
Learners’ Actions within Digital
Games – Digital Games based
Learning Analytics
 Game-based Massive Open Online
Courses (MOOCs) and Massive
Multiplayer Online Games (MMOGs)
Issues for further Research and Investigation

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ICALT2014: Τhe 14th IEEE International Conference on Advanced
Learning Technologies - Advanced Technologies for Supporting
Open Access to Formal and Informal Learning
7-10 July 2014 @Athens, Greece
250 papers – 350 participants – 50 countries
http://www.ask4research.info/icalt/2014/

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Recent Books in TeL

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… stay in contact …
e-mail: sampson@iti.gr
skype: dem-sampson
twitter: @dem-sampson
www.ask4research.info
visit me at:
Department of Digital Systems,
University of Piraeus, Greece

Digital Games as Tools for Designing and Implementing Pedagogical Innovations

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