A shared design: Facilitation approach to co-designing games for learning by Matthew Bates

1. A shared design facilitation approach to co-
designing games for learning
Matthew Bates, Nottingham Trent University, UK

2. Motivation
Why use a design-based approach to games-based learning?
• Gaming is becoming the new ‘third place’
• Has the potential to inspire community learning
• Play requires exploration, conversation and collaboration
• Which encourages creation of peripheral game resources
Wiki knowledge Video tutorials Media-rich blogs
A shared design facilitation approach to co-designing games for learning

3. Research Design
Hypothesis: GBL design projects modelled on higher participation of
end learners produce greater educational artefacts.
Methodology:
> Druin’s (2002) methods of ‘participatory design’
• qualitative research based on field observations
• using low tech materials to prototype new ideas
> Steinkuehler’s (2004) ‘thick description’ of learning process
• video footage of interactions used with observation schedule
• post project review and reflection via presentation of work
A shared design facilitation approach to co-designing games for learning

4. Hart’s Ladder
A shared design facilitation approach to co-designing games for learning

5. Investigation 1: Library Service
• Level 8 of ladder: ‘Children initiated and directed’ participation
• Goal: promote school library facilities to fellow students
• Via weekly after school club with self selecting participants
• Facilitation: passive; simply initiate and observe tasks
• Result: 50% games completed which lack learning content
A shared design facilitation approach to co-designing games for learning

6. Investigation 2: Secondary School
• Level 4 of ladder: ‘Assigned but informed’ participation
• Goal: inform primary pupils about secondary school life
• Via weekly Art & Design school classes with sample class
• Facilitation: active; discuss and assist with designs
• Result: 83% designs completed and approved by collaborators
The Optimal Level of Children’s Participation – Matthew Bates

7. Investigation 3: Library Service
• Level 6 of ladder: ‘Adult initiated, shared decisions’ participation
• Goal: collaborate on single design with clear learning objectives
• Experimentation of ideas using basic tools (pack of cards)
• Implementation handled by facilitators to optimise time
• Result: game now used in school visits by library service
A shared design facilitation approach to co-designing games for learning

8. Investigation 4: Probation Service
• Scalability of approach using participation at level 6 of ladder
• Goal: can approach benefit adults at risk of social exclusion?
• Weekly design workshops using university facilities
• Working as design team of offenders, tutors and researchers
• Result: participants invited to present work at national level
• Both process and product accredited by service for future use
A shared design facilitation approach to co-designing games for learning

9. Conclusions
Elevating learners to design partners:
• creates powerful learning environments
• but requires facilitation regardless of age and experience
• must balance of learner input with educator experience
• balanced approach applicable and scalable to a range of students
A shared design facilitation approach to co-designing games for learning

10. References
• Bates, M., Brown, D., Cranton, W., and Lewis, J. (2008). Playing to win: motivation for teaching and
learning in today’s gaming culture. Paper presented at Interactive Technologies and Games (ITAG),
November 2008, Nottingham, UK.
• Bates, M., Brown, D., Cranton, W., and Lewis, J. (2009). A design for learning: exploring serious games
design with children. Paper presented at Interactive Technologies and Games (ITAG), October 2009,
Nottingham, UK.
• Bates, M., Brown, D., Cranton, W., and Lewis, J. (2010). Formulating a serious games design project
for adult offenders with the probation service. Paper presented at Interactive Technologies and Games
(ITAG), October 2010, Nottingham, UK.
• Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information
Technology, 21(1), pp.1–25.
• Steinkuehler, C. (2004). Learning in massively multi-player online games. Proceedings of the 6th
international conference on learning sciences (ICLS), June 2004, Santa Monica, CA, USA, pp. 521-528.
A shared design facilitation approach to co-designing games for learning