IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Case study of Global Conflicts: Middle East Assistant Professor Simon Egenfeldt-Nielsen

IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S

Case study of Global Conflicts: Middle East

Assistant Professor Simon Egenfeldt-NielsenIT-University Copenhagen

CEO Serious Games Interactive

Copenhagen, 15th May 2006"I have never seen a good educational game. It's crap for 30 years."

- Brenda Laurel

“…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market”

- Henry Jenkins


IT-University Cph. Research in educational potential of games

Serious Games Company pursuing development of serious games

Framfab Webbureau worked with internet, games and children.

Books

‘Den digitale leg – om børn og computerspil’

‘Digitale udfordringer – informationsteknologi i en skole under forandring’

My background


In principal, any game Games with an agenda Educating, enlightening.. Not only entertaining

What is a serious game

EdutainmentAdvertainmentBusiness gamesMilitary gamesPolitical gamesSatirical games


Little intrinsic motivation: Extrinsic motivation through rewards, rather than intrinsic motivation.

No integrated learning experience: Lacks integration of the learning experience with playing experience - learning subordinated play experience.

Drill-and-practice learning principles: Rely on drill-and-practice rather than understanding – training above learning.

No teacher presence: No demands on teachers or parents.

Simple gameplay: Built on a simple gameplay from classic titles.

Small budgets: Produced on limited budgets with limited technology.

Problems with edutainment

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Most of what goes under the name "edutainment" reminds me of George Bernard Shaw's response to a famous beauty who speculated on the marvelous child they could have together: "With your brains and my looks ..." He retorted, "But what if the child had my looks and your brains?"

(Papert, 1998: 1)

Edutainment lacks balance

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US edutainment revenue

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Mio $

Edutainment crisis


Current Research project: Educational Potential of Commercial Game technology

Vision Goals Prototype Learning approach Teaching Design process Classroom use


Next generation educational games based on commercial game technology.

Involves IT-University Copenhagen, Over The Edge, EA Europe, Alinea, UN Association, a number of schools and several content experts.

Vision

Create computer games with an

agenda beyond entertainment


Prototype as shared communication space Growing out of international research Mix of competences: Gamedevelopers, researchers,

educators and content experts Collaborate with companies Global outreach through strong network Strong technology and access to support

Teaser


Explore whether educational computer games have a future in the educational system and the form it may take.

Explore, develop and implement a prototypical educational computer game examining the challenges and possibilities in development process and the educational use of the title

Provide a foundation for a serious games research-based industry through a prototype convincing other developers of the potential in developing educational computer games beyond low-budget titles

Research Goals


“I learned more history in one

day than the last 6 months”Highschool student

Play trailer


Play trailer

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What problems did we try to solve

Perpective: Provide different perspectives on a topic Involvement: Provide involvement in a topic Engagement: Make the students feel they make a difference Realism & atmosphere: Develop realistic atmosphere Curriculum ties: Fit it in with curriculum


Learning approach

Experiential learning: Concrete to abstract Features: Audiovisual, safety, challenge, interaction, feedback Strong game universe: Compelling, realistic, engaging Different forms: Dialogue, group discussions and plenum Trust & points: Very strong, use to guide and give feedback Personal stories makes the conflict more present


Teaching

Integrated teaching approach: Game, background

material, teacher’s manual, primary sources and

encyklopedia Subjects: History, citizensship, geography, english, religion

(Cross-disciplinary) Other skills: Problem-solving, critical thinking, ICT, Little time to use the game as a educational tool, a one

day session could work Generally, teachers don’t understand playing games as a

educational tool, must be taught how to use games


Right balance between competences

Terminology between competences

Opposing views on content

Time pressure (dev., content, iterations)

Coordination process

Technology takes much focus, especially early

Hard to change design based on input

Problems in design process so far


Complexity & branching in content

Triggering reflection

Technical problems limited

Keeping game serious but engaging

Linking to teaching and textbooks

Balance between points, score and learning

Teachers reluctant to engage with games

Teachers and students quite interested

Very different ways of playing

Problems in classroom use so far


85% students find it to be an interesting course

72% students find the game is an interesting educational material

58 % of students find they learned more than usually

89% of students want to try a similar course again

Students want more...

Sample: 51 Danish High school low-middle class students after a one-week course


Slides at www.itu.dk/people/sen/public.htm

[email protected]

Links:http://www.seriousgames.dk http://game.itu.dkhttp://www.game-research.com

Contact

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IT-University Copenhagen | Rued Langgardsvej 7 | DK-2300 Kbh. S Case study of Global Conflicts: Middle East Assistant Professor Simon Egenfeldt-Nielsen