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Caroline Kearney European Schoolnet
Skill development through digital games:
Schools in Europe say‘Game On!’
Eminent, Vilnius, 26-27/11/09
Scope of the study: Games in Schools
A European overview
All types of games
All subjects
European Schoolnet commissioned by ISFE
At primary and secondary
education levels
Austria
Denmark
France
Italy
Lithuania
Spain
The Netherlands
United Kingdom
Focal points
Why are teachers interested in using games?
How do they use them in schools?
Which obstacles do they face?
What are the results?
What is the attitude of each education system?
Components of the study
Scientific literature
review
Teachers’ survey (528
respondents)
Case studies (6)
Interviews with policy
makers/experts (31)
Teachers’ community of
practice & handbook
http://gamesinschools.ning.com
Components of the study
Scientific literature review
Teachers’ survey
Case studies
Interviews with policy makers (and
some experts)
Teachers’ community of
practice & handbook
Profile of the respondents
528 responses
70% of respondents use games at school
58% female and 42% male teachers
40% primary and 49% secondary school teachers
Most respondents have good ICT skills
Teachers from all subject areas
Teachers using games are not game experts
A range of expectations from games
Educational impact of using games
Subjects and skills for which games are used
Obstacles for using games in schools
Majority of games mentioned are commercial
Components
Scientific literature review
Teachers’ survey
Case studies
Interviews with policy makers (and
some experts)
Teachers’ community of
practice & handbook
Case Studies Overview Zoo Tycoon (Austria) DANT (Italy)
Farm Frenzy (France)
Consolarium (Scotland/UK)
Højby School (Denmark)
Games Atelier (Netherlands)
DANT (Italy)1,000 teachers10,000+ pupils
Consolarium (Scotland/UK)500 teachers
Over 30 local authorities
Case Studies Overview Zoo Tycoon (Austria)Business simulation game (Microsoft)(10+ year-olds)German, English, Biology, ArtTeam learning
DANT (Italy)Educational PC games (IPRASE)(6-12 year-olds)Maths, Italian, Geography, Music,ScienceAttainment
Farm Frenzy (France) Simulation game (Big Fish)(11 year-olds)Scientific subjects Remedial learning
Consolarium (Scotland/UK)Dr Kawashima & Nintendogs (Nintendo DS)(Primary level)Maths, Literacy, ICT, D&TAttainment
Højby School (Denmark)Sims 2 (Electronica Arts), Patrician III (Atari)(11-14 year-olds)Danish, History, Foreign Languages, Social Studies, Visual Arts, Cross-curricular learningMedia literacy
Games Atelier (Netherlands)Location-based mobile game platform(Waag Society) (Secondary level) HistoryTeam learning/game design
▲ Collaborative experiences
▲ A structured pedagogical framework
▲ Games and conditions carefully selected
▲ Medium or long term experiments are being carried out (evaluation + impact measure)
▲ Interaction with traditional pedagogy
▲ use of games combined with classic teaching aids
▲ games encourage pupils’ production
▲ Teachers communities of practice
▲ Educational community and parents share the results
Observations
Components
Scientific literature review
Teachers’ survey
Case studies
Interviews with policy
makers (and some
experts)Teachers’
community of practice & handbook
▲ Different degrees of involvement depending on the educational system
▲ Denmark, The Netherlands, United Kingdom at the forefront
Comparison between systems
▲ support for pupils in difficulty▲ Different approaches
▲ a tool for innovation and the development of advanced skills
▲ a tool for modernising education
▲ a tool to prepare future citizens for the virtual worlds present in society
▲ Different degrees of involvement depending on the educational system
Comparison between systems
▲ Different approaches
▲ Managing the risk associated with games
▲ Recent and future developments
▲ serious games
▲ games design by students
▲ education instead of prohibition
▲ Austrian and UK examples
▲ Evaluation of practices ▲ Which role should the teacher play to benefit fully from the potential of games in the teaching process
▲ The European territory as an experimental laboratory
▲ support grassroots experiments and teachers’ initiatives
▲ large scale projects (innovation and creativity) and peer learning
Recommendations
Cognitive processes Digital games
Intelligence is varied and distinctive Diverse modes of learning
Intelligence is dynamic Pluridisciplinary approach
Pace of learning varies Personalised learning
Metacognition Feedback to the player
Active learner Player in the pilot seat
Peer learning Collective use
▲ (Re)examining the potential of digital games in the
face of present educational challenges
▲ key skills
▲ cognitive processes
Teachers’ Handbook
• Based on teachers’ exchanges on Ning Community
• Author is an ex teacher and current researcher on digital games as educational and motivational resources
• Provides technical, contextual and pedagogical guidance
• Available online (in PDF format) in English, French, German, Spanish & Italian
Teachers’ Handbook
• User-friendly tabs divided into helpful sections:
Why use games? (rationale, background & benefits)
Choice of games (taxonomy of games; lists of commercial and pedagogical games & their learning benefits; game ratings; physical & learning disabilities)
Play session (organization of classroom & pupils; debriefing session)
Questions (frequent concerns answered)
Resources (reports, web portals, glossary of terms, references)
Further Information
How are digital games used in schools? Final report (European Schoolnet, 2009) http://games.eun.org/upload/gis-full_report_en.pdf
How are digital games used in schools? Synthesis report (European Schoolnet, 2009) http://games.eun.org/upload/gis-synthesis_report_en.pdf
Digital Games in Schools: A handbook for teachers(European Schoolnet, 2009)http://games.eun.org/upload/GIS_HANDBOOK_EN.PDF
Email: [email protected]
Thank you!
Thank you and…GAME ON!