Game-based learning in schools – A teacher survey. DPU. National Conference on Game-Based Learning. 16th May 2011.

1. Game-based learning in schools - A teacher survey PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen CEO Serious Games Interactive16. maj 2011 DPU sen@seriousgames.dk +45 40 10 79 69

3. PhD Games & learning

5. Playing History-Series

7. SIREN – Conflict resolution EU project

8. Educational potential of video games: GC: Palestine

9. Research project: Serious Games on a Global Market place

10. PlayMancer – Serious Games for Rehabilitation

12. 20 employees located in Copenhagen

13. Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk & UNICEF

15. Methods & Participants

17. Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.

19. Methods & Participants

21. Phone call

22. Follow-up email

24. Phone call

26. Participants Teaching Grade level Subjects taught Good representation of different subjects, teacher experience and grade level

28. Methods & Participants

30. Adaptation in teaching 2 DK Teacher use games for longer DK Teachers find optimal use requires more lessons 26% DK teachers use games more than 2 lessons. Worldwide only 8,1% does. Typical duration of teaching game session Optimal duration of a teaching game session

33. Attitudes & Reasons Reasons for teaching with games DK Female teachers prefers games for variety Four times as many DK Teachers use games to get better learning More than 55% of teachers use games because of engagement and variety.

35. More female teachers worried about barriers: equipment, setting and own knowledge.

37. There is a quality challenge according to especially male teachers

40. This tendency is more marked in DK.

42. Why don’t use games - Continued Attitude towards teaching with games In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment. Very few dismiss games out right, but have valid reservations. Are you considering using games in your teaching? Top 4 – selected barriers (top1) My own lack of knowledge Limited relevance to syllabus Inappropriate physical surroundings Problems with computer equipment

43. Subject differences Adaptation of games Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes Learning outcomes

44. Contact info Company details Serious Games Interactive Griffenfeldsgade 7A, 4. floor DK - 2200 Copenhagen N www.seriousgames.dk My details: Simon Egenfeldt-Nielsen sen@seriousgames.dk | +45 40 10 79 69 www.egenfeldt.eu © Serious Games Interactive