1. Games for learning &
Role Play Scenarios
ADL-Conference 2010
Training, Education and Simulation
by Paul Pivec
Copyright (c) 2010 - All Rights Reserved
3. “video games can stimulate learning of facts
and skills such as strategic thinking, creativity,
cooperation and innovative thinking”
European Parliament session document (2009)
Game Based Learning
Does it really work?
4. “video games can have substantial educational
advantages and be beneficial in developing
linguistic, creative and strategic skills and
intellectual capacities ”
European Committee on Culture and Education (2009)
Game Based Learning
Does it really work?
5. “20 years of research into game-based
learning show mixed results and
methodologies are flawed”
Egenfeldt-Nielsen (2007), Pivec (2009)
Game Based Learning
Does it really work?
7. “Dance Dance Revolution trains cognitive abilities”
Pivec (2008)
Game Based Learning
Does it really work?
8. “The Game environment made no significant
difference with the same amount of practice”
Pivec (2010)
Game Based Learning
Does it really work?
9. The advantages of GBL can only be realized if:
the games are designed correctly
are used in the appropriate environment
employ a suitable pedagogical framework
Game Based Learning
Does it really work?
11. The “Digital Natives” myth...
ro n g!
Today’s generation grew up playing games
w
and want to learn using serious games!
Game Design for Learning
Does the target audience matter?
12. ng!
The DigitaloNative myth...
wr
Those who are more experienced with
digital games are less likely to play games
specifically designed for learning.
Game Design for Learning
Does the target audience matter?
13. Learners suggest...
“Educational games are boring and no fun.”
“Games are not a serious activity, learning is.”
“You cannot learn anything from games so why waste the time.”
“They are not really games, they are tutorials or digital lessons.”
Game Design for Learning
Does the target audience matter?
14. Learners want...
better Gameplay/Challenge
interesting and humorous story-lines
collaborative learning scenarios
relevant feedback
Game Design for Learning
Does the target audience matter?
16. The “Games will replace Teachers” myth...
n g!
Video Games will replace classrooms and Teachers!
ro
w
This is what the 21st century learner wants.
Using Games for Learning
Does the environment matter?
17. The Games willro
w ng!
replace Teachers myth...
Learners prefer collaborative and face-to-face
learning. They would like games to be used as
a tool for understanding or a study aid.
Using Games for Learning
Does the environment matter?
18. Learners state...
“Educational games should be multiplayer.”
“We need to know that we are learning.”
“3D Graphics are not important, face-to-face is!”
“Virtual Worlds are not Games! Why do Universities use SL?”
Using Games for Learning
Does the environment matter?
19. Learners want...
games to be used as a tool or study aid
a meta game surrounding the digital game
the game to be relevant to the learning outcomes
Using Games for Learning
Does the environment matter?
20. Perceptions of Game-Based Learning
100
75
50
25
0
ICT Skills Motor Skills Social Skills Highorder Thinking Knowledge
Trainers Learners
Using Games for Learning
Does the environment matter?
22. The “Digital Natives Think Differently” myth...
g !
Today’s Learners process information and think
n
w ro
differently than learners of the past because of
growing up playing video games.
Frameworks for GBL
How does the learning occur?
23. ng!
The “Digital Natives Think Differently” myth...
w ro
Children involved in the Hole in the Wall Project in
India and the Poverty alleviation project in Peru,
both displayed so-called digital native tendencies.
Frameworks for GBL
How does the learning occur?
27. Gameplay
defined as the quality of player engagement and is
promoted by the challenges offered to the player
within the game environment, in an attempt to
immerse the player in the tasks presented.
Educational Game Design
What should be included?
28. Re-playability
multiple paths through a level or game, providing
different results and varying learning outcomes,
allowing the player to experience the “what if”
method of learning.
Educational Game Design
What should be included?
29. Relevant Content
game elements need to match the learning
outcomes and the on-screen feedback should
reflect the players progress on these outcomes.
Educational Game Design
What should be included?
30. The Meta Game - the game surrounding the game.
support and User content forums
chat screens, development blogs, user postings
user generated content
Educational Game Design
What should be included?
33. Single Player Scenarios
“the game made me laugh, it was fun”
“way more fun than just reading pdf files”
“the content was relevant and the game was easy to play”
“the feedback was good, you knew how you were doing”
“I played the same level several times to see different outcomes.”
Scenario Role Play Games
Developed from the Research
35. Multiplayer Player Scenarios
“the game aspects of the scenario were great”
“it was social but also collaborative”
“learning to deal with cultural issues in a fantasy world was well done ”
“I like that it was all in one program”
“very competitive, I liked that”
Scenario Role Play Games
Developed from the Research
36. Game Based Language Learning
Scenario Role Play Games
Developed from the Research
37. Game Based Language Learning
“the game is a great way to learn English”
“it keeps you interested and makes you practice”
“the social network around the learning activities is a great way of doing it”
“I like the humor, it makes learning fun”
“looking forward to more episodes, keeps my English current”
Scenario Role Play Games
Developed from the Research
38. Games for Learning
challenge tasks at the appropriate level
interesting and humorous story-lines
collaborative learning environments
relevant feedback to the player
used as a tool or study aid
related to the learning outcomes
a meta game surrounding the digital game
user generated content
Scenario Role Play Games
Developed from the Research