The MAGICAL project investigated using collaborative game making as a hands-on learning approach. It aimed to understand benefits for transversal skills like collaboration, problem-solving and creativity. The project developed tools like the Magos game making platform and a learning design tool. It involved classroom experiments with over 300 students and teachers in several countries, finding game making improved motivation and engagement. The project produced resources to support broader adoption of game making in education.

1. Learning by making
educational games:
the MAGICAL project
Jeffrey Earp
Institute for Educational
Technology, CNR Italy

2. 2
GALA Summer School, Pori FI21/07/2014

3. MAGICAL snapshot
What? game making for learning and transversal skills
When? 1 Jan. 2012 – 01 Oct. 2014 (33 months)
How? EU Longlife Learning Progamme KA3 (ICT)
Who? Institute for Education Technology, CNR (IT)
Tampere University of Technology - TUT (FI)
Manchester Metropolitan University (UK)
Katholieke Universiteit Leuven (BE)
GALA Summer School, Pori FI21/07/2014

4. Main project objectives
• Investigate collaborative game making as a
student-centred, hands-on approach to
learning
• Shed light on benefits for transversal skills:
collaboration, problem-solving, creativity,
ICT literacy
• Support broader uptake of collaborative game
making in education
GALA Summer School, Pori FI21/07/2014

5. Target populations
• Primary & lower secondary school students
• Student teachers
• In-service teachers
• Practitioners in special needs (SEN)
GALA Summer School, Pori FI21/07/2014

6. Core outputs
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7. Magos game making platform
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GALA Summer School, Pori FI21/07/2014

8. Learning design tool for game
making activities
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GALA Summer School, Pori FI21/07/2014

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GALA Summer School, Pori FI21/07/2014
• reusable activity plans
• ready-to-use
educational games
• guide for educational
practice
• teacher training kit
Resources to support take up
of game making

10. Library of Game Making
Environments for Learners
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GALA Summer School, Pori FI21/07/2014

11. empirical evidence on
game making approach
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research base

12. Core activities
• teacher training (BE, FI, GR, IT, UK)
• class experiments (BE, FI, GR, IT, UK)
• analysis of data & outputs
• iterative generation of tools & resources
• dissemination of results and outputs to
support wider uptake
GALA Summer School, Pori FI21/07/2014

13. Classroom experiences
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Magos Lite platform:
Finland, Greece, Italy
Sploder: Belgium & UK
using different game
editors

14. Italy & Greece
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GALA Summer School, Pori FI21/07/2014

15. Classroom experiences
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Italy: 7 primary classes (grades 3 to 5)
2 lower secondary classes (first form)
7 individual learners in SEN school
= 170+ learners, 14 teachers, 7 SEN staff
= approx. 50 hours
Greece: 10 primary classes (grades 3 to 5)
120+ learners, 10 teachers
= approx. 50 hours

16. Classroom experiences
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a short video
another short video

17. Some preliminary findings
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• Most noticeable impact on motivation,
engagement and collaboration
• High acceptance levels
• Magos Lite most suited for grades 3 - 5
• Need for careful planning, preparation
and classroom orchestration

18. MAGICAL website http://www.magical-project.net/
Pedagogical Planner http://www.magical.itd.cnr.it/
Library of Game Making Tools for
Learners
http://amc.pori.tut.fi/game-building-
tools
MAGICAL bibliography on Mendeley http://www.mendeley.com/groups/
1932391/magical-collaborative-game-
design-for-learning/
Scoop.It! curated game making
feed
http://www.scoop.it/t/game-making-
and-learning
email magical@itd.cnr.it
my email jeff@itd.cnr.it
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MAGICAL links
GALA Summer School, Pori FI21/07/2014

19. Thanks!
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GALA Summer School, Pori FI
https://tackk.com/0r6gmm
Jeffrey Earp
www.magical-project.eu
21/07/2014