learning goals in games - tallinn university & segan summer school

Learning Goals in Serious Game Specification

Jože RugeljUniversity of Ljubljana

Faculty of EducationChair of Didactics of Computer Science

Tallinn Univeristy Summer school 2013

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Introduction Characteristics of efficient approaches to education:

student centered problem based motivational active directed to higher ordered educational goals supported by ICT

Serious games can integrate most of the characterstics mentioned above.

Take the simplest and most efficient technology!


Games and learning Children’s play is important activity where they develop

skills for life regardless of age or level of development: quick adoption to new circumstances handling change with ease.

When child plays, she discovers concepts from real world and fundamental relationships between them are made.

Games provide motivation for learning, thus increasing the chance that the desired learning outcomes will be achieved.

But motivation is just prerequisite for learning.It is not enough!


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Serious Games Serious games must

have well defined learning goals and promote development of important strategies and

skills to increase cognitive and intellectual abilities of learners.

Important elements contributing to educational values of games are sensual stimuli, fantasy, challenge and curiosity (desire to know or learn).


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In well designed serious games instructional content is blurred within game characteristics.

Students play the game and have fun, forgetting about the “learning” part of the experience. (Eventhough they are constantly presented with new concepts which they have to adapt in order to be successful in game.)

Important role of pedagogs and cognitive psychologists in definition of learning goals and didactical approaches in serious learning games design.


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The first step in development process is to determine what you want the learning outcomes to be! (e.g. affective change, behavioural change, productivity improvement, what will be result of game intervention, ...)

Learning goals are exprresed in terms of learning outcomes.

What people learn? (i.e. different types of knowledge:) facts concepts rules procedures soft skills


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Different types of game design techniques to effectively convey knowledge.

Knowledge to be taught dictates the design techniques and game mechanics.

! Mistake: Using same techniques to teach different types of knowledge


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Classification schemes == hierarchies for defining knowledge (Bloom's taxonomy): lower levels prerequisite for upper identification of type of content and the domains

Meno’s paradox:“How can you learn something you know nothing of?”


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Game design process - SADDIEPhases in production process Specification of “didactical problem” Analysis

curricullum, time, resources, technology, … Design

content, “story”, graphical, feedback, … Development Implementation Testing and Evaluation


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Specification phase It is mainly didactical task Done by teacher or other expert for teaching/learning Identifiaction of weak points in learning process that need

special support Identification of learning goals and outcomes Some general ideas about the solution of the identified

problem.


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Specification and analysis Analysis phase should bring more info and the framework

for the final product (i.e. didactic game) Analysis of learning outcomes:

type of knowledge required didactical methods (instructional strategies) needed game techniques

Types of knowledge to be learned (Kapp, 2012): declarative conceptual rule-based procedural soft skills


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Web portal for serious games at FE UL


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hrast.pef.uni-lj.si/igre hrast.pef.uni-lj.si/games

Declarative knowledge = factual knowledge = verbal knowlege Any piece of info that can be learned through

memorization Consists of

facts terminology jargon, acronyms

Needed for higher levels, facts need to be learned first Usually based on behaviourist learning theory


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Methods for teaching facts

Elaborationlinking new info with previous info, showing relation of new facts with previous knowledge (context)

Organisingplacing facts into logical groupings, "chunking”

Association linking term to its image, linking term to its definition

Repetition


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Game techniques for declarative knowledge

Stories Brain has natural affinity to narrative construction.

Facts can be better remembered when told in a story than presented as a list.

Legal arguments are more convincing in a narrative tale than in a legal precedent.

Elaboration techniques for embedding facts in known context.


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Sorting and matching Learner needs to place content into appropriate location

or connect two objects/facts (on factual level or above) Example: Johnny’s World of Hardware

Replayability Playing games more times, with some changing elements,

suports memorization. Keeping content fresh, but still conected to facts that need

to be memorized. Examples: Calculus drill games


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“Johnny’s World of Hardware” The goal of the game is to help Johnny to repair

computer. Learning goal:

getting familiar with PC components Mini games for collecting points

(repetition, matching) Points needed to buy damaged

components (story) Target audience: primary school


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http://hrast.pef.uni-lj.si/igre/jankov_svet_strojne_opreme.html


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Conceptual knowledge Grouping of similar or related ideas, events or objects They have common attribute or set of attributes

(ex: concepts of: free market, math proofs, virus, Trojan horse ...)

Instructional strategies Methaphoric devices Examples and non-examples Attribute classification

Game techniques Matching and sorting items or contents based on the attributes

of that items, not based on memorisation Experiencing the concept players are learning about Experiencing examples and non-examples of the concept


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“Planets of Variables” game The goal of the game is to organize the logistics for delivery

of goods to some planets in the universe. Learning goals:

variables (types, declarations,…) assignments

Target audience: primary school Semantic model, independent

of syntax Understanding of concepts

20Tallinn Univeristy Summer school

2013

http://hrast.pef.uni-lj.si/igre/planeti_spremenljivk.html

Learning goals Pupil after playing a game

understands the idea of variable, knows variable has a name, is aquainted with with types of variables, is aware of the fact that different types are not compatible, knows that different types require different amount of memory, is familiar with assignement statements, is aware of meaning of both “sides” of assignment, knows what is the value of variable after assignment, can predict the values of variables after executing part of a

program (with several assignements).


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Game 1: Cleaning up the mess in the lab


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Game 2: Carriers


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“Sick computers” game Student project in the Use of ICT in Education course The learning goal of the game is to explain how viruses,

worms and Trojan horses affect computers. Target audience:

secondary school Understanding of concepts Game technique:

Doctor (player) talks with the patients and tries to diagnosetheir “disease”.Then he can prescribeappropriate medicine.


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2013

Didactic game about functions/procedures


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TIME MESH game


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Serious learning game for learning history topics of common interest, important for European history

EU LLP Comenius 2 years project, 7 partners from 6 EU countries (PT, ES, BE, UK, EE, SI)

TIME MESH


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http://seleagtest2.onworld.es/index.php

Adventure game, player moves back to history, using time machine (stories).

The game helps to imagine life in certain history periods and to get familiar with certain concepts (e.g. Enigma machine)

Player is active participant in historical events.

Option for collaborative playing

Can be used in a classroom as introductory activity or for revision, or as a homework

http://www.timemesh.eu


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Rule-based knowlege Rule is a statement that express relationship between concepts. Rules provide parameters dictating a preferred behaviour with

predicatble results (e.g. etiquete). Instructional strategies

Providing examples Role playing

Game techniques: experience consequences of not following the rule, simulate work tasks, playing board games that outlines and provides the rules that

must be learned, sorting or matching items according to rules to be learned.


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“Nick and Social Networks” gameWith the help of applications will make students familiar about the pros and cons of social networks. The player helps the main character Niko to increase its popularity so that the correct decisions relating to the use of social networks to collect points and consequentlly friends. Every correct decision increases the number of friends who want to attend his birthday party.


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The objectives of the game are that the student learns get familiar with social network, its strengths and weaknesses. It can also provide information and develop the right attitude toward the protection of property rights and privacy. The game is aimed at primary school children, who learn about internet safety and social networking.


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Procedural knowledge A series of steps that need to bo followed in particular

order to reach a specific outcome Step by step instructions for performing a task Instructional strategies

Start with a “big picture” Teach “how” and “why”

Game techniques Practice following the procedure in difficult situation (simulator) Presenting challenge to overcome following the procedure Experiencing procedure in various modes

(demo, tutorial, play mode/test, free play, ...)


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“Forced landing” game


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Fiona and Computer Network Student project in the Use of ICT in Education course The goal of the game is to help Fiona to connect to the

Internet and to set up local area network Learning goals:

to set up networking components Target audience: secondary school Learning procedures needed to set

up a local area network


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http://hrast.pef.uni-lj.si/igre/rac_omrezja.html

Learning goals and goals of the game

Learning goals are usually not identical to goals of the game

Computer games motivate via fun, instant visual feedback, challenge, curiosity and fantasy, active participation, intrinsic and prompt feedback, challenging (achievable) goals and mix of uncertainty and open-endedness.

Achivements usually represent goals in the game. Achivements affect:

performance, motivation, attitude.


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Measurement vs. Completion Achievements

Measurement Achievements (MA) MA given to player for completing task to certain degree. Performace measured against other players, own performance

or standard set by game designers. MA are evalutive in nature => can be linked to feedback

=>reflection increases perception of competence =>intrinsic motivation

Completion Acheivements (CA) offered as an award for completening task no assessment of player’s performance of task performance contingent vs. non-performace contingent achiv.;

(latter requires no skills or efforts to complete)


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rewards can decrease players sense of authonomy=> less intrinsic motivation

getting a reward also decrease willingness for replay players less likely take risks (to get a reward earlier)

Boring tasks need to be “paired” with extrinsic motivations (e.g. achievements) intrinsic motivation not affected by rewards

Interesting tasks do not need achivements, learners just need feedback.


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Achievement Difficulty Actual difficulty needs to be on a level, that is attainable

but challenging for players. (i.e. ZPD)=> best performance and enjoyment

Player’s efficacy must be high enough for them to feel confident in attempting it.

Four factors affecting self efficacy:1. level of expertise on the subject matter2. vicarious* experience (e.g. using leaderboard)

*experienced in the imagination through the feelings/actions of another person

3. social persuasion: givng s.o. verbal boost (e.g. “well done”)4. how a person feels: stress level, emotional condition, percieved

physical state.Tallinn Univeristy Summer school

2013

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Goal Orientation Two types of goal orientation:

performance orientation mastery orientation

Performance orientation: player concerned with others’ performance typical for games less in-game risks less exploration player typically perform better only with simple, non-complex tasks

For complex tasks (creativity, strategies) instill mastery orientation.


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Permanence and visibilty of achievements Negative achievements

do not punish player for failures rather provide feedback within the system

Achivements as currency currency for completening tasks use currency to enhance game it shoud not be the main reason for playing

Competitive vs. non-competitive (cooperative) achievements advanced players can help less experienced keep groups small metrics should assess individual performance within group


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Use of games in classroom Limited time for use of alternative teaching/learning

resources in formal education Hints how to overcome this problem Each of the presented methods has some positive effects

on teaching/learning


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Suggested methodologies Game as a motivation before the lecture Teacher playing game during the lecture Game as a group activity in the classroom Game as a home activity / independent learning


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Motivation before the lecture The importance of motivation The game environment can be used to focus the student’s

attention on what needs to be learned Motivational elements

Illustration of the era (time and space) Identification with the main character

Activities: Teacher showing scenes as an illustration before the lesson Teacher showing parts of the game before the lesson

Recommendation: the activity should be followed by gameplay


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Teacher playing game during the lecture Still traditional approach, but with the attractive/multimedia

elements Illustration of the teacher’s explanation of the theme Motivational elements:

Illustration of the era (time and space) Identification with the main character

Activities: Teacher playing parts of a game during the lesson Teacher playing minigames during the lesson

Recommendation: the activity should be followed by gameplayTallinn Univeristy Summer school

2013

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Game as a group activity in the classroom In collaboration with pupils from other locations Constructivistic approach – not classical lectures Motivational elements:

Flow experience Challenge of the game that should fit the ability of the player Feeling of control of the situation Clear, appropriate and immediate feedback Peer interaction Collaboration: responsibility for the learning outcomes of the group and

others

Activities: Playing the game in groups during the lesson Recommendation: time consuming – plan enough time (min. 2

hours) Tallinn Univeristy Summer school 2013

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Game as a home activity

As a continuation of the first two methods As a independent activity, but followed by analysis and reflection in

classroom Motivational elements:

Flow experience Challenge of the game that should fit the ability of the player Feeling of control of the situation Clear, appropriate and immediate feedback

Activities: Home activity followed by discussion/group work in classroom based on the

game, making joint conclusion, detecting and correcting misunderstandings

Recomendation: some initial background is neededTallinn Univeristy Summer school

2013

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Project SEGAN (LLP)


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SEGAN - Community of Practice about Serious Games

It produces reports on the design, development, and evaluation of Serious Games and their use in specific contexts.

Network supported by virtual tools and face to face events. SEGAN results also include:

development of a repository with products and projects related to Serious Games

setting up of small-scale, local events on the design and development of Serious Games

setting up of a series of annual European conferences and Summer Schools

http://seriousgamesnet.euTallinn Univeristy Summer school

2013

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Conclusions Game can be very “powerful” instructional technology.

Its use can be justified by all relevant learning theories.

But it can only be efficient when it is properly designed and properly integrated into learning / teaching!

Knowledge to be taught (i.e. learning goals) dictates the design techniques and game mechanics.

Very challenging topic in computer science teacher education!


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