report mogaba vet final revision · &index& & executivesummary&.....&7!

This study is the result of a project carried out within

This study is the result of the project carried out within the framework of Leonardo da Vinci programme

STUDY ON Mobile game-‐based learning for

vocational education and training: usage and impact on educational

effectiveness and student motivation

Life Long Learning 2007-‐13

Leonardo da Vinci -‐ Call 2013

Action "Partnerships"

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.

This study was created within the Leonardo da Vinci (LdV) partnership projects entitled: “MoGaBaVET -‐ mobile game-‐based learning for vocational education and training: usage and impact on educational effectiveness and student motivation”.

Project number: 2012-‐1-‐DE2-‐LEO04-‐11673

The MoGaBa VET study was compiled under the coordination of:

Humance AG (Germany)

The following MoGaBa VET partner organizations contributed chapters to this study:

Fundación Laboral de la Construcción (Spain).

Waterford Institute of Technology (Ireland).

Stiftung ECAP (Switzerland).

Bildungszentren des Baugewerbes (Germany).

Index

EXECUTIVE SUMMARY ........................................................................................................................... 7 INTRODUCTION ............................................................................................................................................ 7 BACKGROUND .............................................................................................................................................. 8 METHOD ....................................................................................................................................................... 9 PURPOSE OF THE QUESTIONNAIRE ................................................................................................................................... 9 STRUCTURE OF THE QUESTIONNAIRE ................................................................................................................................ 9

CONTENTS ............................................................................................................................................ 12 1. EXISTING GAME BASED LEARNING APPROACHES ................................................................................ 12 1.1 DIFFERENCES BETWEEN MOBILE AND GAME-‐BASED LEARNING ............................................................................ 12 1.2 MOBILE AND GAME-‐BASED LEARNING TARGET GROUPS ....................................................................................... 13 1.3 MOBILE AND GAME-‐BASED LEARNING MARKET .................................................................................................... 14 1.4 SUMMARY ................................................................................................................................................................ 17 2. INFLUENCE ON STUDENT MOTIVATION ............................................................................................... 18 2.1. BACKGROUND ......................................................................................................................................................... 18 2.2. MOTIVATION: DEFINITION AND MAIN CHARACTERISTICS. .................................................................................. 18 2.3. MAIN MOTIVATION THEORIES ............................................................................................................................... 19 2.6. INFLUENCE OF MOTIVATION ON LEARNING .......................................................................................................... 20 2.4. DIFFERENT TYPES OF MOTIVATION ........................................................................................................................ 21 2.8. SOURCES OF MOTIVATION .................................................................................................................................... 21 2.5. MOTIVATION PROCESS ........................................................................................................................................... 22 2.7. SUMMARY ............................................................................................................................................................... 22 3. ANALYSIS OF THE DATA FROM THE SURVEY ON STUDENTS’ MOTIVATION ........................................ 24 3.1. EFFECTIVENESS AND EFFICIENCY OF GAME-‐BASED LEARNING OFFERS ................................................................ 24 3.2. DIFFERENCES IN THE IMPACT OF GBL ACCORDING TO THE CLASSIFYING VARIABLES ......................................... 26 3.3. TEACHER PREPARATION AND COMPETENCE AS SUPPORT STRUCTURE ............................................................... 35 3.4. CHALLENGES WHEN TEACHING .............................................................................................................................. 36 3.5. CONCLUSIONS REGARDING MOTIVATIONAL ASPECTS .......................................................................................... 38 4. EVALUATING THE TECHNICAL FEASIBILITY OF MOBILE AND GAME-‐BASED LEARNING SYSTEMS FOR VECS/VETS ............................................................................................................................................. 39 4.1. INTRODUCTION ....................................................................................................................................................... 39 4.2. ASSESSMENT OF THE TECHNOLOGICAL REQUIREMENTS ..................................................................................... 39 4.3. TECHNOLOGICAL REQUIREMENTS ......................................................................................................................... 40 PLATFORMS ..................................................................................................................................................................... 40 USABILITY ........................................................................................................................................................................ 40 FUNCTIONALITIES ............................................................................................................................................................ 41 PERFORMANCES ............................................................................................................................................................. 42 ENVIRONMENTAL REQUIREMENTS ................................................................................................................................ 42 MOBILE ........................................................................................................................................................................... 42 PLUGGING ....................................................................................................................................................................... 43 TYPE OF OPERATING SYSTEM ........................................................................................................................................ 43 INTERACTION WITH A LEARNING MANAGEMENT SYSTEM (LMS) .............................................................................. 43

TECHNOLOGICAL REQUIREMENTS FOR THE END-‐USERS ............................................................................................... 43 LEVEL OF EXPERTISE AND IT PROFICIENCY ..................................................................................................................... 43 NEED FOR FURTHER TRAINING ....................................................................................................................................... 44 TECHNOLOGICAL REQUIREMENTS FOR SUSTAINABILITY ............................................................................................... 44 4.4. RESULTS OF THE SURVEY ANALYSIS ........................................................................................................................ 45 TECHNOLOGICAL CONDITIONS FOR THE INTRODUCTION OF GBL ................................................................................ 45 THE USE OF ICT .............................................................................................................................................................. 47 THE USE OF GBL ............................................................................................................................................................. 49 CHALLENGES FACED BY INSTRUCTORS ........................................................................................................................... 52 OPPORTUNITIES AND OPTIMAL ENVIRONMENTS .......................................................................................................... 53 4.5. CONCLUSION REGARDING TECHNICAL ASPECTS .................................................................................................... 55 5. PEDAGOGICAL INTEGRATION .............................................................................................................. 56 5.1. BACKGROUND ......................................................................................................................................................... 56 5.2. ANALYSIS OF RESULTS ACCORDING TO EQF DEMANDS ....................................................................................... 57 5.3. CHALLENGES WITH THE TARGET GROUP ............................................................................................................... 58 5.4. CONCLUSIONS REGARDING PEDAGOGICAL INTEGRATION .................................................................................... 59 6. FUNDING SCENARIOS/OUTLOOK ........................................................................................................ 61 7. RECOMMENDATIONS ............................................................................................................................ 62 8. SUMMARY ............................................................................................................................................. 64 9. REFERENCES ......................................................................................................................................... 65 10. LIST FOR FURTHER READING ............................................................................................................ 67 11. SHORT BIO OF EXPERTS .................................................................................................................... 69 12. TABLES AND FIGURES INDEX ............................................................................................................. 70 IMPRESSUM ............................................................................................................................................... 72

Executive summary

7

EXECUTIVE SUMMARY Introduction This report presents results from a survey, which we carried out between May and October 2013. To gather the data, Technology-‐enhanced learning (TEL) experts and educational practitioners from four different countries set up a questionnaire. It was based on their experience and results from prior surveys carried out within the affiliated training institutions. Its aim was to analyse media usage habits and to identify explanatory variables for the current situation within training institutions in order to promote an increased use of games in education. The reported research was conducted in the course of the Leonardo da Vinci funded project MoGaBaVET (Mobile Game Based Learning for Vocational Education and Training).

Serious games for learning have become an established branch of research. Various disciplines investigate the connection between games and learning focusing on a broad range of topics, target groups and multiple forms of media. By now, there are numerous games on the market and the motivational potential they provide for teaching and learning is widely acknowledged. However, in practical school work the use of game-‐based learning offers within classrooms is still reluctant and not for a long time yet will they be part of the curriculum. While young adults use media for a substantial part of their day-‐to-‐day activities, schools and universities pursue other forms of educational interaction and contact.

The reasons for this reluctance in use are diverse. Educational practitioners argue with tight time schedules that do not allow for the search and integration of games into their pedagogical work. The few ready-‐to-‐use games, which are approved and available, are not commonly known and last but not least, the acknowledged effects of learning games are not consistently communicated in a convincing way. Thus, for many the issue remains diffuse and is associated with extra workload and unclear learning results. Successful professional development that includes teacher efficacy in using the software, pedagogical issues and school culture is missing most of the times (Ketelhut & Schifter 2011). But still, studies indicate that the interest to use digital games for learning is high and that most teachers acknowledge and even value the assumed motivational potential such games have for learning. A study by Demirbilek & Demirel (2009) on the use of Information and Communication Technology (ICT) in adult education came to the conclusion that in general, educational practitioners are aware of the use of technology and present positive attitudes towards mobile media technologies. This is confirmed by recent studies, e.g. futurelab in their study found that 60% of over 1600 teachers surveyed wished to use games in their lessons because they believe in their engaging and motivating power and their potential to lead to learning — especially with boys (Williamson, 2009).

Executive summary

8

Background MoGaBa VET (Mobile and Game Based Learning for Vocational Education and Training) studies the design, the use conditions and the effects of mobile and game based learning approaches in the context of vocational education and training.

In order to gain a deeper understanding of how adult educators’ perceive game-‐based learning offers and how they make use of games and mobile devices in vocational education and training, a survey collected a total of 267 responses from trainers of eight European countries between May and October 2013.

The survey’s objectives were:

ü To describe existing game based learning approaches.

ü To document parameters and methodologies for implementing game-‐based learning environments for VET.

ü To overview instruments and technologies for developing, implementing and re-‐using mobile and (mobile) game-‐based learning scenarios by Training Organizations (focusing on the building industry) and VET organizations in general.

ü To enable statements as to expedient fields of activity and funding opportunities for future project planning in the field of mobile and (mobile) game based learning for VET.

ü To define, evaluate and document innovative scenarios in the field of mobile and (mobile) game based learning for VET.

From the analysis of feedback, we derived comprehensive information on the conditions of use, best practice scenarios with regard to motivational support for particular target groups, educational support for the acquisition of knowledge and technical support for the re-‐use of existing solutions. The results are presented below.

Executive summary

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Method Purpose of the questionnaire The survey aimed at analysing possibilities offered by Mobile-‐ and Game-‐Based solutions for vocational education and training, especially in the building industry. The project was carried out in the form of an on-‐line survey whereby respondents were asked to answer questions related to 5 main streams. The goal was to record information that would make it possible to evaluate the best way to introduce innovative technologies based on games and mobile devices, in the view to employ this data for the outset of a subsequent project where such means of learning would be developed and deployed.

The project was designed, planned and executed over a period of two years. The first two meetings were held in Cologne and Madrid in order to come to a common understanding of the data to be collected and the format of the questionnaire.

Structure of the questionnaire This questionnaire was targeted at instructors working vocational training, and sought to understand (1) trainers' perceived level of IT proficiency (software and hardware), (2) trainers' interest in games-‐ and mobile-‐based technologies for learning, (3) their perception of games and mobile technologies as teaching/learning tools, (4) the technical challenges that they may be facing for the integration of such approaches in their daily teaching activities, and (5) the technological conditions for the integration of these in their educational settings (i.e. required resources in terms of software, hardware, and training).

At the outset of the project it was decided that the questionnaire would be made available in 4 different languages to collect information from a wide range of respondents, in terms of native language. While the format and structure of the questionnaire was initially drafted in English, subsequent versions in Spanish, German, Italian and French were created. This was to ensure consistency across questionnaire for further analysis. These questionnaire were then made available on-‐line through Google documents. Upon collection of the data from the different countries (i.e., languages), all data was merged into one single file to make it possible to analyse trends globally.

The questionnaire included 5 distinctive sections, related to demographic information (e.g., age, gender), teaching experience (e.g., topics taught, years teaching this topic, location of the training centre, weekly workload and the profile of their student), ICT skills and frequency of use (i.e., proficiency in using digital devices and common digital applications, including social media and games), the ICT facilities provided by their company (i.e., devices, software and flexibility to install additional software). Respondents were also asked about how students have access to these digital facilities, what devices they would like or refer to use for teaching, their propensity in the use of

Executive summary

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GBL and mobile-‐based learning technologies (i.e., type of application used and experience or reason for no use of one these media). In addition instructors were also asked about the impact they though games and mobile technologies could have on students and their teaching experience in general.

Two think-‐tank meetings were held in order to debate key survey questions. After completing the first version of the questionnaire, which was in English, we translated it into the four languages of the participating project partners. The questionnaire was then pilot tested by 24 experts for content validity, i.e. to assess the ease of understanding for the survey items and an estimation of time. It was assumed that completing the survey should not take longer than 15-‐20 minutes. The questionnaire was revised according to the testing results in order to improve reliability.

The MoGaBa VET project partners sent the questionnaire to their affiliated training institutions, which guaranteed ease of access and an increased number of respondents. A cover letter was included, which was distributed amongst partners. All participants were informed that participation in the study was voluntary and their and the data collected would be kept confidential. A total of 268 people answered the questionnaire, with 143 male (53.6%) and 124 female (46.4%) respondents. One participant skipped the question. The distribution of respondents according to country is stated in Table 1.

COUNTRY CASES Spain 113 Ireland 76 Switzerland 40 Germany 31 Italy 2 Netherlands 2 United Kingdom 2 Belgium 1

Turkey 1 TOTAL 268

Table 1: Responses to the questionnaire per country

Executive summary

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The age range was between 20 and over 60 years. Nearly half of the respondents (48.9%) were between 31 and 45 years old, with only 12 (4.5%) participants being older than 60 years (figure 1).

Figure 1: Age distribution of participants

20-‐30 years 8%

31-‐45 years 49%

46-‐60 years 38%

Older than 60 years 6%

1. Existing game based learning approaches

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CONTENTS 1. Existing game based learning approaches Fundación Laboral de la Construcción (FLC)

The interest in learning games has considerably grown within the last decade. This is not only due to the growing number of people playing games. Games facilitate learning by providing an engaging environment that responds to the younger generations’ habits of using media (Prensky, 2003). Studies show that digital games for learning enable students to gain skills needed in an information-‐based culture and to learn innovatively (Johnson, Levine, Smith, & Stone, 2011). Investigations into the educational potential that digital games for learning provide frequently center on motivational aspects and the low-‐threshold learning opportunities they may enable (Carstens, & Beck, 2010; Douch, & Savill-‐Smith, 2010). Games on mobile devices open up new target groups and new access to learning (Unterfauner, Marschalek, Fabian, 2010; Liao, Chen, Cheng, Chen; & Chan; 2011). The Mobile Learning NETwork’s (MoLeNET) review on learning game technologies suggests that mobile learning games provide potential for learning and teaching in terms of ‘assessment’, ‘learner performance and skills development’ or ‘social and emotional well-‐being’ (Douch, Attewell, & Dawson, 2010).

1.1 Differences between mobile and game-‐based learning This project addresses two current trends in learning: mobile learning (also called mLearning) and Game-‐Based Learning (GBL).

mLearning refers to the learning across multiple contexts, through social media and content interactions, using personal electronic devices. It focuses on the mobility of the learner, who is interacting with portable technologies, and a learning that is facilitated by institutions to accommodate and support an increasing mobile population. It requires learners to be able to self-‐manage their learning. If autonomy and metacognition use to be general requirements for effective learning, they are even more important in the case of mobile learning.

GBL is, put simply, learning with and through games and can be defined as “any form of interactive computer-‐based game software for one or multiple players to be used on any platform and that has been developed with the intention to be more than entertainment“ (Ritterfeld et al., 2009. S. 6)

But not only has the mobility to do with the device or the trainee. The instructor has also more mobility, because mLearning implies creation of ad-‐hoc learning material. This is one of the reasons why using mobile tools for creating learning aids and materials become an important part of informal learning.


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GBL can be both digital and traditional. However, the trend is to use increasingly mobile devices over PC1.

There are two points of views in the use of games for learning. On the one hand, learners seek to have fun, taking the challenge and achieve better score, trying out different roles, being able to experiment and see what happens, being able to express the feelings, and being able to reflect about certain conflict situation, etc.

On the other hand, teachers want learners to be interested in the topic, or use the game as a complementary activity for creating a complex learning opportunity, increasing the motivation of learners, and offering another way of interaction and communication.

Games also include social achievements. For example, by creating games as metaphors, trainees can utilize role-‐play and narratives to empathize with other people, events from history or with potential scenarios from the future and to experiment and rehearse skills in safe and protected environments.

Mobile devices can provide multiple learning opportunities, including:

• Supporting exploration and widening the learning context.

• Enhancing self-‐expression and self-‐representation

• Enabling media production

• Supporting social networking and connection.

1.2 Mobile and game-‐based learning target groups The market for apps is experiencing exponential growth, in conjunction with the increase in popularity of smartphones and the improvement of some operating systems such as Android and iOS. In June 2014, the most popular Apple App Store categories by share of available apps were 2:

ü Games: 19 %

ü Education: 10.6%

ü Business: 8.4%

The educational sector is also in constant expansion, which is echoed by two most important apps stores (for Android and iOS devices) including a specific section for education and training.

1 http://www.cisco.com/c/en/us/solutions/collateral/service-‐provider/visual-‐networking-‐index-‐vni/white_paper_c11-‐520862.html 2 http://www.statista.com/statistics/270291/popular-‐categories-‐in-‐the-‐app-‐store/


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Most educational apps are specifically designed for children and young people, and they support learning for a variety of topics, such as mathematics, science, language and arts. An analysis of the education Category on Apple’s Appstore3 showed that in 2009, 47% of the top selling apps targeted preschool or elementary aged children, in 2012, the percentage increased by up to 80%.

The most popular mobile apps are games, followed by maps and social networks applications. For example, in June 2014 the newspaper The Guardian published a list with the 40 best Android apps and games that included two games for children: gro-‐garden and udemy, both for children4.

Mobile and game-‐based learning is usually related to kids, teenagers and young adults but a wide range of users (essentially adults) increasingly adopt mobile games. Especially mobile games provide an amazing opportunity for effective and engaging learning, free from space and time restrictions, and pose great potential for adult learners as they allow flexible integration into everyday life, thus reducing barriers to entry compared to traditional classroom settings.

However, in order to develop and implement educational (game-‐based) apps for adults and older people, instructional principles and methods that are appropriate for this specific group need reflection and definition.

1.3 Mobile and game-‐based learning market Most educational game apps address children but the market increasingly adapts to adults. The following chapter closely looks at educational game apps available and assesses their benefit for the construction sector: What educational games are suitable for the construction sector and more specific for the building industry?

Some examples of apps related to construction sector are presented below. Typing “construction sector” on the browser of Google Play we find among the results, few games for learning a topic of the construction sector. However, there are non-‐gaming apps that can be used as a tool for construction workers.

Simulators: these apps reproduce the characteristics of real site in a virtual environment. They try to replicate the external factors and conditions with which a worker interacts.

3 http://www.joanganzcooneycenter.org/publication/ilearn-‐ii-‐an-‐analysis-‐of-‐the-‐education-‐category-‐on-‐apples-‐app-‐store/ 4 http://www.theguardian.com/technology/2014/feb/07/best-‐android-‐apps-‐games-‐january-‐2014


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NAME OF THE APP GOOGLE PLAY ADDRESS Construction Simulator 2014

https://play.google.com/store/apps/details?id=com.astragon.cs2014

Table 2: Example of an app related to a construction simulator game

Driving simulators: They are the most developed apps for the construction sector and have similar characteristics as the previous ones. Driving simulators enable players to feel as if they were sitting in the cab of their own vehicle. For novice drivers, simulators provide an opportunity to begin their career and for more experienced ones, the ability to enhance good driving or to detect poor practice. It is a good opportunity for companies (training centers included), because they can reduce the cost of the training of workers.

NAME OF THE APP GOOGLE PLAY ADDRESS

Excavator simulator https://play.google.com/store/apps/details?id=com.idriscelik.excavatorsimulator&hl=en

Construction track https://play.google.com/store/apps/details?id=com.mageeks.android.construction3d&hl=en

Crane Driving 3D https://play.google.com/store/apps/details?id=com.crane.drivingfree

Road roller https://play.google.com/store/apps/details?id=com.vg.roadrollerparkings&hl=en

Construction park simulator

https://play.google.com/store/apps/details?id=com.cryptic.mountain.babytiger&hl=en

Forklift madness 3D https://play.google.com/store/apps/details?id=com.vg.ForkliftParkingExtended&hl=en

Table 3: Examples of apps related to driving simulator

Working tools: There are few real games for the construction sector. However, there are significant tools linked to the work within the building industry, such as the design, the organization of the work or health and safety issues. It might be a way to approach technology to the work on site.


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NAME OF THE APP GOOGLE PLAY ADDRESS PlanGrid for Constructionn

https://play.google.com/store/apps/details?id=com.plangrid.android&hl=en

Construction manager https://play.google.com/store/apps/details?id=com.store2phone_corp.construction_manager&hl=en

ForTabApp https://play.google.com/store/apps/details?id=ch.formelntabellen.fortabapp&hl=en

Handy Construction Calculators

https://play.google.com/store/apps/details?id=com.sidetop.constructioncalc&hl=en

Construction calculators

https://play.google.com/store/apps/details?id=com.nibhav.android.homebuilders&hl=en

Safety Talks https://play.google.com/store/apps/details?id=air.ie.bubble.MTC2HGDROID&hl=en

Simple safety Electrician

https://play.google.com/store/apps/details?id=com.electrician.ui&hl=en

Table 4: Example of apps related to construction working tools

Traditional games: Some apps have been designed as classical board games, but introducing improvements that come from the digital games.

NAME OF THE APP GOOGLE PLAY ADDRESS Angry Builder Project A-‐1

https://play.google.com/store/apps/details?id=com.angrybuilder.projecta.angrybuilderone&hl=en

The Construction Game – Lite

https://play.google.com/store/apps/details?id=rrTenz.construction.lite&hl=en

Table 5: Example of apps related to construction traditional games

Construction sector games for children: There are some initiatives that aim at introducing the construction sector to young children and teenagers.

NAME OF THE APP GOOGLE PLAY ADDRESS

ABC Construction https://play.google.com/store/apps/details?id=com.chaoticconcoctions.abcconstructionlock&hl=en

Kids Construction Trucks

https://play.google.com/store/apps/details?id=com.NelsonStudios.Kids&hl=en

Construction Toddler Games!

https://play.google.com/store/apps/details?id=com.playnlearnapps.consrtuctiontoddlergames.consrtuctiontoddlergames&hl=en

Table 6: Example of apps related to construction sector for children


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1.4 Summary

• Mobile learning and mobile game-‐based learning are emerging in the field of education; however, appropriate device and proper framework remain to be found.

• Most of games in the market on Internet address children or youngers, although it is changing and there is a trend in creating specific games for adults.

• The most representative apps for iOS are games (19%), Education (10%) and Bussiness (8%).

• With regard to Google Play, the market respond to the building industry with the following apps: simulators, driving simulators, working tools, traditional games in a digital version and games for children.

Mobile learning, in general, is a trend linked to the new technologies and the mobile devices that we use and possess more and more and therefore it is a topic to take into account in the building industry.

However, when it comes to mobile and game-‐based learning within the framework of the construction sector, it is difficult to find a game out of the simulators field whose aim is to make workers learn how to deal with a specific work.

It is an interesting gap to cover by the market, but not before launching a research on the real needs of the sector and the clear benefits workers draw from the game, as well as the tracking parameters of the efficiency and effectiveness of the use of the game.

2. Influence on student motivation

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2. Influence on student motivation 2.1. Background This chapter investigates the various motivational aspects of educational practitioners to use game-‐based learning for teaching. It focuses on how age, gender, teaching experience and/or the topic that is taught, influences the use of game-‐based learning as part of teaching activities. In order to better understand the reasons for using games for learning it is necessary to understand the concept of motivation from a teaching and learning point of view. Thus, in the following we first explain this concept and then conclusively present the core topics that emerged from the analysis of the survey data.

2.2. Motivation: Definition and main characteristics. Generally, motivation is defined as the process that initiates, guides and maintains goal-‐oriented behaviours. It involves the biological, emotional, social and cognitive forces that activate behaviours. The term motivation is frequently used to describe the reasons behind a particular action.

There are a many of factors closely related to motivation such as feelings, intentions, aims, rewards, ideas, etc. The objective or incentive that launches motivation becomes a motivational source. To know how to identify it, to start it and to develop it in each circumstance is part of the pedagogical action. It is important to point out that the attention and social feedback students get from the trainers’ plays a fundamental role to develop learners’ motivation. The main characteristics of motivation are:

Figure 2: Motivation characteristics

Dinamic and complex process

Individual and personal phenomenon

Internal psychological

process


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2.3. Main motivation theories In order to use the proper resource and learning material it is vital to know students’ interests, needs and wishes. This refers to both teaching methods based on traditional material and new technologies for teaching and learning.

According to Abraham Maslow, human motivations move through diverse stages (see Figure 3). Once the most basic needs (at the bottom of the hierarchy) are fulfilled, human beings move on to the next level.

Figure 3: Maslow's hierarchy of needs (1954)

In the scope of vocational education and training (VET), an important aspect is to facilitate students’ access to level 4 and 5.

David McClelland presented three types of needs that explain human motivation, i.e.: the need for achievement, for affiliation and for power (see Figure 4). They are all inherently part of our personality but only one of them motivates a person at a particular moment. Learning material that incorporates all three needs can potentially impact positively on students’ motivation and the way they learn.

Figure 4: McClelland’s Three Need Theory (1961)

Self-‐actualiza]on

Esteem

Love/belonging

Safety

Physiological

Achievement

• Effort over luck •  Need of showing his /her skills and achieving objecwves

Affiliawon

• Focus on relawonships • Need of affecwon, love and social interacwon

Power

• Passion for influence • Need of exerwng control over own work and others


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Clayton Alderfer modified Maslow’s hierarchy. Alderfer reduced the number of needs to the three main levels of existence or survival (E), relatedness (R), and growth (G). According to his theory unmet needs motivate people. If a person cannot satisfy a particular need, he/she comes back to a lower level (see Figure 5).

Figure 5: Alderfer’s ERG Theory (1969)

2.6. Influence of motivation on learning Motivation and engagement are essential for the process of learning and subsequently to increase students’ performance (Klauer & Leutner, 2007). Thus, trainers who blend several means and resources have chance to motivate students and to support their processing of knowledge.

Figure 6: Motivation and performance

ERG

Growth

Relatedness

Existence


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2.4. Different types of motivation A large body of research has investigated the influence of motivation on the process of learning. It has conveyed a difference between intrinsic and extrinsic learner motivation and provided evidence that intrinsically motivated learners achieve better learning results than extrinsically motivated learners, for example (Deci & Ryan, 1985). Generally, intrinsic motivation refers to motivation driven by an internal interest or enjoyment in the task itself that exists within the individual rather than a desire for reward. In contrast, extrinsic motivation addresses the performance of an activity in order to attain an outcome (see Figure 6).

Figure 7: Types of motivation

2.8. Sources of Motivation The following (extrinsic or intrinsic) sources of motivation can apply to students who are accessing new learning material:

Figure 8: Motivation sources

Intrinsic mo]va]on • Parwcipawng in enjoyable acwviwes • Carrying out funny and challenging acwviwes • Playing an exciwng game

Extrinsic mo]va]on • Studying to get a good grade • Avoiding punishment • Winning awards • Studying to win a scholarship

Informawon Preparawon to start a new job

posiwon

Updawng of skills and learning new

ones Spare wme

Social relawonships

Increase knowledge

Increase revenues

Breaking the rouwne


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2.5. Motivation process Besides students’ motivation there are others factors such as intelligence, learning styles, social background, or attitudes (e.g. there is a direct relation between motivation and performance).

Figure 9: Motivation process

2.7. Summary Within the past decade, studies have analyzed and demonstrated that commercial as well as educational games almost perfectly match the determinants of intrinsic motivation (Petko, 2008; Schiefele & Schreyer, 1994). Educational practitioners can take advantage of this factor and use games as motor for engagement thus achieving better learning outcomes. Games are motivating and engaging tools for learning that allow for curiosity and exploration-‐based learning methods.

STIMULUS Not finding a job

NEEDS Money

WISH Finding a job

OBJECTIVE Get Training

FULFILLLING OF OBJECTIVES Acquire skills

SATISFACTION OF NEEDS Finding a job -‐ get money


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MOTIVATION GAME BASED LEARNING Main characteristics Alternative to teaching methods Needs theories Useful to attain high levels of needs Types Related to intrinsic motivation Components Importance of needs, directionality and incentives Process Awareness of student’s motivation to attend the

course Others factors Intelligence, ways of learning, social background,

attitudes Styles Games with moderate challenge tasks

Table 7: Concepts of motivation and their relevance for game-‐based learning

Within the framework of this project, student motivation will be addressed through the analysis of questions related to factors that influence student motivation:

ü Effectiveness and efficiency of the use GBL in getting outcomes.

ü Teacher preparation and competence as a support structure.

ü Organizational requirements as a support structure.

3. Analysis of the data from the survey on students’ motivation

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3. Analysis of the data from the survey on students’ motivation Fundación Laboral de la Construcción (FLC)

3.1. Effectiveness and efficiency of game-‐based learning offers The survey conducted within the scope of the MoGaBa VET project aimed to identify how game-‐based learning could influence students’ motivation and learning from a teachers’ point of view. We asked teachers/trainers how much confidence they give to the use of GBL for improving specific student’s skills and attitudes in class. They stated their degree of agreement with the statement using a 5-‐point Likert-‐type scale ranging from 1 (strongly disagree) to 5 (strongly agree):

ITEMS Using educational games as part of teaching practices can improve students' attendance. Instructors should include more Game-‐Based Learning activities in their teaching. Games are a change. I use them to give pupils a break from daily (learning) routine. I think that educational games can improve motor skills. I think that educational games can improve spatial awareness. I think that educational games can improve collaborative skills. I think that educational games can improve problem-‐solving skills. I think that educational games can improve logical skills. Ithink that educational games can improve critical-‐thinking skills. I think that educational games can improve ICT skills. The use of educational games in my classes had had a noticeable positive impact on students' motivation. The use of educational games in my classes has had a noticeable positive impact on students' achievement.

Table 8: Questionnaire items related to effectiveness and efficiency of GBL offers.

Some of these impacts had to do with their influence on the grade of student’s motivation towards the studies; others about their impact in the improvement of skills and the rest, they valued their strength of GBL as a tool support for the trainer.


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Figure 10: Responses to questions related to effectiveness and efficiency of GBL offers

The first item and the last two ones are related to the influence of GBL on students’ motivation to the study, from a conceptual point of view. Third and forth, value the suitability of using the teaching GBL. The rest of items assessed were about specific skills, which trainees would improve in case of having received a training that included the use of GBL. Feedback was measured using a 5-‐point Likert-‐type scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Trainers agreed mainly on three benefits regarding the use of technologies for teaching, their capacity of improving ICT, as well as problem-‐solving and logical skills. The greatest consensus was reached on the improvement of skills related to logic, unlike social skills (i.e., collaborative skills,). The answer that obtained the greater disagreement was the one that related to instructors using games to give pupils a break from daily (learning) routine; this could translate in their appreciation of GBL as a trainer’s driving tool. Nonetheless, taking into account all response values it showed that trainers have little trust in the positive impact of GBL on student’s motivation and achievement.


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3.2. Differences in the impact of GBL according to the classifying variables The questionnaire comprised seven classifying variables. They were related to (a) teachers’/trainers’ gender, (b) location of the institution, (c) age, (d) experience, (e) topics, (f) daily teaching hours and (g) target group. All study responses were filtered and analysed according to these variables and results with regard to pedagogical and motivational support are presented and explained in the following sections.

Gender

Displayed are the responses that showed the most poignant/significant differences.

OPTIONAL ANSWERS MALE % FEMALE % RESPONSE COUNT %

Instructors should include more Game-‐Based Learning activities in their teaching

1.-‐ Strongly disagree 1 0,74% 1 0,82% 2 1%

2.-‐ Disagree 13 9,56% 7 5,74% 20 8%

3.-‐ Do not know 34 25,00% 25 20,49% 59 23%

4.-‐ Agree 53 38,97% 63 51,64% 116 45%

5.-‐ Strongly agree 35 25,74% 26 21,31% 61 24%

136 122 258 100%

I think that educational games can improve logical skills


2.-‐ Disagree 6 4,41% 3 2,46% 9 3%

3.-‐ Do not know 25 18,38% 17 13,93% 42 16%

4.-‐ Agree 66 48,53% 74 60,66% 140 55%

5.-‐ Strongly agree 37 27,21% 26 21,31% 63 24%

136 122 258 100%

I think that educational games can improve critical-‐thinking skills


2.-‐ Disagree 19 13,97% 11 9,02% 30 11%

3.-‐ Do not know 47 34,56% 35 28,69% 82 32%

4.-‐ Agree 37 27,21% 54 44,26% 91 36%

5.-‐ Strongly agree 30 22,06% 19 15,57% 49 19%

136 122 258 100%

Table 9: Results of data analysis according to gender aspects


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With regard to gender it showed that both male and female trainers had the same degree of agreement or disagreement. The items and questions on which their opinion differs the most are “Instructors should include more Game-‐Based Learning activities in their teaching”; “I think that educational games can improve logical skills” and “I think that educational games can improve critical-‐thinking skills” (see Table 9).

In the three cases, although it is a small difference, many males do not believe in the usefulness of GBL for the topics mentioned above.

Age

With regard to age it showed that teachers/trainers between the age of 20 – 30 years and 31-‐45 years respectively are more optimistic about the effectiveness of GBL on students. Figure 11 shows their level of agreement on every item compared to the other age brackets.


I think that educational games can improve collaborative skills

Figure 11: Assessment of GBL with regard to logical skills and collaborative skills by age


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I think that educational games can improve problem-‐solving skills

Figure 12: Assessment of GBL and improvement of problem-‐solving skills by age

Question: Using educational games as part of teaching practices can improve students' attendance; Instructors should include more GBL activities in their teaching.

In general, the older the trainers, the less they believe in the benefits offered by GBL (see Figure 11, 12 and 13).

Using educational games as part of teaching practices can improve

students' attendance

Instructors should include more Game-‐Based Learning

activities in their teaching

Figure 13: GBL and students’ attendance and inclusion of GBL into teaching activities by age.


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Years of experience

With regard to teaching experience no major difference showed (see Table 10).

Q4 FOR HOW LONG HAVE YOU BEEN TEACHING?

Answer Options Response Percent

Response Count

Less than 5 years 28.0% 75 6 -‐ 10 years 23.9% 64 11 -‐ 15 years 20.5% 55 More than 15 years 27.6% 74

answered question 268

Table 10: Distribution of participants according to their years of experience

Further analysis revealed that experienced trainers (11 to 15 years of teaching experience) generally demonstrate the highest level of agreement on the positive effects of GBL on students and they are the ones who believe that using games for learning can be a change to pupils’ daily learning routine.

In contrast with these results, experienced teachers (more than 15 years of teaching experience) are the most pessimistic.

I think that educational games can improve motor skills

Games are a change. I use them to give pupils a break from daily (learning) routine

Figure 14: GBL can improve motor skills and GBL is a change to daily routine by years of experience


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Figure 15: GBL can improve collaborative skills and problem-‐solving skills by years of experience

However, trainers with more than 15 years of experience believe the most in the effects of GBL to improve of students' attendance; they think that instructors should include more GBL activities in their teaching (see Figure 16).

Using educational games as part of teaching practices can improve students' attendance

Instructors should include more Game-‐Based Learning activities in their teaching

Figure 16: GBL can improve students’ attendance and should be part of teaching activities


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Hours/week they work

Table 11 states the number of hours teachers work per week.

Q6 HOW MANY HOURS PER WEEK DO YOU TEACH?


Response Count

Up to 5 hours 28.2% 73 6 -‐ 15 hours 30.5% 79 16 -‐ 24 hours 25.5% 66 More than 24 hours 15.8% 41

answered question 259 skipped question 9

Table 11: Results of data analysis according to hours per week of work

Data analysis by this criterion showed that those who teach full time and those who only teach few hours do not highly value GBL as a tool for teaching and learning. Figure 17 and Figure 18 imply that teachers who teach more than 24 hours per week are the most critical.

I think that educational games can improve critical-‐thinking skills

Games are a change. I use them to give pupils a break from daily (learning) routine

Figure 17: GBL can improve students’ critical-‐thinking skills and is a change to teaching activities


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Figure 18: GBL can improve collaborative and motor skills by weekly workload.

Results are inconclusive with regard to teachers’ assessment of the impact games for learning have on students’ achievement. It showed that even though teachers with a high weekly workload think that games can positively impact students’ achievement, many also strongly disagree to this argument (see Figure 19).

Figure 19: GBL impacts students' achievement by weekly workload

The use of educational games in my classes has had a noticeable positive impact on students' achievement


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Target groups

The type of training a teacher/trainer provides and the target group respectively, differs within the participant countries. Thus, separate analysis was necessary:

• Ireland, Germany and Switzerland focus on: Bridging Course (Occupational Training), Retraining, Apprenticeship and Further Education.

• Spain focuses on: Non-‐qualified workforce, qualified workforce, Technician, Supervisor and Chief Supervisor.

a) Ireland, Germany and Switzerland

In general, trainers of apprentices have little trust in GBL (see Figure 20). However, with regard to the individual target groups, no major differences surfaced between the assessment of teachers/trainers in using GBL.




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I think that educational games can improve problem-‐solving

skills

The use of educational games in my classes has had a noticeable positive impact on students' achievement

Figure 20: Analysis by target group (GE,UK,CH)

b) Spain

Also, for Spain the results are very homogeneous (see Figure 21). It showed that trainers of supervisors are the ones who trust the benefits of GBL the least. In comparison to the answers given by trainers from Ireland, Germany and Switzerland, trainers of non-‐qualified workforce in Spain (as an equivalent to apprenticeship) strongly agree on the educational potential GBL offers can provide.


I think that educational games can improve spatial awareness


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Using educational games as part of teaching practices can

improve students' attendance

Figure 21: Analysis by target group (ES)

3.3. Teacher Preparation and competence as support structure Students’ motivation also is related to trainers’ motivation and their confidence in the positive effects of GBL on the student learning. Trainer motivation is being analysed in this context, though the results of the following questions which were made in the survey:

ü What are the three biggest challenges with the target group when you are teaching? (Q9).

ü Please, rate your proficiency in using the following devices for teaching (Q10).

ü How proficient do you think you are using the Internet? (Q11).

ü Have you played digital games in your spare time last year? (Q13).

ü Have you ever used digital games for teaching? (Q18).

ü Have you ever used mobile games for learning? (Q26).

The answers somehow reflected teachers’ willingness to use GBL for teaching because both challenges when they are training and the grade of ICT knowledge would determine their way of teaching and, therefore, the tools they might use, such as GBL.


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3.4. Challenges when teaching In order to identify the main challenges teachers face in their day-‐to-‐day work, an open response question was raised: What are the three biggest challenges with the target group when you are teaching? Answering was not compulsory. The answers have been categorised as follows:

a) Achieving an objective: Students are often unmotivated to reach a certain goal, for example: to get or to keep a job, to obtain a specific accreditation, to pass an exam, etc.

b) Transferring values or proper attitudes: Students face problems to:

o acquire a disciplined behaviour during the course: to attend the course, to listen to the teacher, to be participative, etc.

o overcome prejudices and change attitudes: low self-‐esteem, distrust the training, motivation to learn, to achieve the students’ involvement (doing homework, for instance).

c) Getting students motivated. Students are often unmotivated to attend classes and participate infrequently.

d) Transferring knowledge: Students are frequently unable to transfer the learned material into practice, e.g. complementing theory with practice.

e) Overcoming heterogeneity: Classes are often very heterogenic with regard to age, experience, level of knowledge, language, etc.

f) Matching student profile and course requirements: Students are not always prepared to deal with the training material properly because they lack specific knowledge (technology, experience, literacy, numeracy, etc.).

g) Being able to use suitable teaching resources: Teachers often lack tools that are suitable for the institution and that adapt to students’ level of knowledge.

h) Overcoming external barriers: Teachers would like to overcome course specific problems but are not always able to do so, e.g. access requirements for the course or inadequate timing.


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CATEGORIES FIRST OPTION SECOND OPTION THIRD OPTION

Achieving an objective 7% (21) 7% (21) 6% (17)

Transferring values 23% (64) 27% (74) 19% (52)

Getting motivation 14% (40) 8% (22) 7% (20)

Transferring knowledge 12% (33) 13% (37) 12% (33)

Heterogeneity 19% (51) 10% (29) 2% (7)

Suitable resources 2% (8) 2% (6) 3% (6)

External barriers 3% (9) 2% (7) 8% (22)

No categories 6% (17) 7% (19) 11% (31)

268 responses 240 responses 199 responses

Table 12: Challenges of game-‐based learning approaches

Transferring values (23%) was mentioned most frequently with option 1., followed by Overcoming heterogeneity of the class (19%) and Getting the student motivation (14%). With the second option the sequence was: Transferring values (27%), Overcoming heterogeneity (10%) and Transferring knowledge (13%). Eventually, only 199 participants completed the third option. Trainers/teachers stated Transferring knowledge (19%), Transferring values (12%) and Overcoming external barriers (8%) as most challenging.

Overall, the three main challenges that surfaced from the analysis were: Transferring values, Transferring knowledge and Heterogeneity.

CATEGORIES RESPONSES (Total)

Transferring values 190

Transferring knowledge 103 Heterogeneity 87 Getting motivation 82 No categories 67 Achieving an objective 59 External barriers 38 Suitable resources 20

Table 13: Total of teacher feedback


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Getting students motivated is an expected result when using GBL and, at the same time, trainers have identified this challenge as a personal one. According to the analysis that is being doing in this study, it could be said that 66.5% of trainers do not know or do not believe that the use of GBL contributes to overcome one of the personal challenge that trainers identified. 33% of these last ones have as a personal challenge, to get student motivation.

3.5. Conclusions regarding motivational aspects As a result, when a trainer decides to use a GBL should be aware of students’ motivation to attend the training course because otherwise, he/she may select an inadequate game that may have the opposite effect that is to hinder trainees' learning. For instance, if a worker is participating in a training action to get a job because he is unemployed and needs money, it would not be a good choice to use a game that encourages students to learn only for the sake of knowledge, because he has a specific physiological need not a self-‐actualization one, which means that he demands concrete skills urgently to find a job and therefore money.

4. Evaluating the technical feasibility of Mobile and Game-‐based learning systems for VECs/VETs

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4. Evaluating the technical feasibility of Mobile and Game-‐based learning systems for VECs/VETs Watford Institute of Technology

Guidelines examining the different aspects involved in order to successfully develop and implement a (Mobile) Game-‐Based Learning solution for vocational education.

4.1. Introduction At the outset of the project it was agreed that WIT would investigate the technical feasibility of the integration of Game-‐Based Learning solutions in instructional settings. The rationale behind this action was to ensure that any possible barriers to the use of technology-‐enhanced learning tools would be addressed, hence increasing the acceptance and use of Mobile and GBL environments.

The following document contains guidelines examining the different aspects involved to successfully develop and implement Mobile and Game-‐Based Learning solutions for vocational education. It also identifies the key issues with respect to the development process and seeks to propose solutions accordingly.

4.2. Assessment of the Technological Requirements The following document contains guidelines examining the different aspects involved to successfully develop and implement a (Mobile) Game-‐Based Learning solution for vocational education. The term application refers to the end product while users, players and end-‐users are used interchangeably. The document will also identify the key issues with respect to the development process and seek to propose solutions to these problems.

The process followed to identify requirements was based on brainstorming during our meetings. Although it could have followed a more rigorous process, alike Requirements elicitations, it included the view of the many stakeholders part of the consortium, and as such, provides an exhaustive and objective assessment of what could be the key requirements for a successful GBL system that match the constraints and needs of both instructors and learners.


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4.3. Technological requirements This section examines the hardware and software requirement considerations to be evaluated for the project.

Platforms The technical requirements were broken down into software (operating system) and hardware (devices) platforms, and were as follows:

OPERATING SYSTEMS DEVICES Android OS Android phone or Tablet Apple Ios Apple Mac, iPhone or iPad Windows OS Windows Desktop, Phone, Tablet Linux Linux

Table 14: Technical requirements: operating systems and devices

It was assessed that because of the difference across devices and operating systems, subsequent requirements may be defined to ensure compatibility across all platforms, and hence a higher level of acceptance of GBL software.

Usability This section examines the usability challenges that need to be addressed to produce an application that caters for all abilities and disabilities. This aspect is important as usability can greatly influence acceptance of a new technology, and it is important to ensure that any software used is inclusive to cater for a wide range of personal requirements, at a practical, emotional, or cognitive level. The following aspects were identified for an inclusive and usable application:

Figure 22: Aspects identified for an inclusive and usable application

Personalization

Ease of use Accesibility


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Personalization:

ü Different levels of difficulty. ü Tutoring system. ü Automatic difficulty adjustment.

Ease of use:

ü Motivating ü Portability. ü Access to the application. ü Easy to install. ü Users can download to their own devices. ü Clear and consistent user interface and layout. ü Translation for the application – cater to all users .

Accessibility:

ü Clarity and Conciseness of instructional content ü Impaired vision. ü Colour-‐blindness. ü Dyslexia.

Functionalities This section describes the functionalities that should be included in the software and identify the key requirements; these were defined as follows:

• Impart key skills of a particular topic through an increasing level of difficulty • Adjust the difficulty to the learners’ skills and knowledge • Provide the learner with timely and appropriate feedback along with an indication of

his/her progress (e.g., certificate saying what the learner has achieved). • Certify informal learning (e.g., life experience) that also takes place (learning through

experience may or may not be acknowledged). • The feedback should be constructive to the learner and help guide the learning

process • Incorporate augmented reality to show the users how to carry out an action • Use preventive measures and clear steps to carrying out an action • Clearly defined processes • Agile development utilizing game development authoring tools


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Performances This section assesses any requirements linked to performance for the system so that it can be designed to handle these;

• Number of concurrent users • Data storage: local vs. cloud • Need to access online data repositories to retrieve data. • Availability and stability of the system (fault tolerance) • Online and offline use • Updating the application • Software compatibility

Environmental Requirements Throughout the literature it has been reported that acceptance of new systems may be dictated by how it integrates with existing structures. As a result, to ensure a successful adoption of GBL, we envisaged the different environmental requirements and constraints that may be accounted for.

Mobile The following section includes considerations for the mobile element of the application;

• Language: The application can be developed using mobile compliant technologies (E.g. HTML5, CSS3, JQuery Mobile). These can be then wrapped by Phonegap.com or FeedHenry.com to create native applications for different types of mobile device.

• Screen size: considerations for screen size and usability issues will be crucial for the popularity of the application. The application of liquid layout may be useful in this regard

• Location awareness: location, direction, and other similar components may be used to improve the game-‐play for the end-‐user; these features make it possible to augment the experience and combine real and virtual information

• Haptic feedback for the learner: haptic feedback may also enhance the experience, especially for those with visual impairment, for whom tactile information may greatly enhance interaction


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Plugging The application that is being considered will need to incorporate some well-‐accepted plugging so that interconnection with relevant services and/or social platforms can be made possible. These include social media plugins such as Twitter and Facebook (so that end-‐users can share information with family and friends and provide a greater exposure for the application) and Google API to harness location aware features and GPS

Type of Operating System It was decided that the application should be OS independent, while prioritizing key requirements for popular platforms such as Android, iOS and Windows.

Interaction with a Learning Management System (LMS) Because the application to be developed is to be integrated within existing educational infrastructures, it was found essential that:

• The application be easily integrated within a learning management system such as Moodle, Blackboard, or BSCW,

• Teachers be able to send updates (e.g. assignments) and feedback to learners through either the application or the LMS used at their institution (e.g. all notifications should be synchronized and seamless).

Technological requirements for the end-‐users This section will examine the necessary skills and IT proficiencies for end-‐users. It will also provide recommendations to assist users in familiarizing themselves with the application.

Level of expertise and IT proficiency The following requirements were identified:

• First-‐time users must be presented with an instructional tutorial providing all necessary information in order to use the application.

• The application must be easy-‐to-‐use and intuitive (e.g., the user must feel comfortable using the different functionalities of the application and be able to access help readily when needed).

• Teacher’s abilities with regard ICT and use of games must be evaluated in order to determine whether further training is required.


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Need for further training The installation of such systems may require training for staff, to inform them of the benefits offered by this system and the technical features that they will be using regularly; these include:

• Provide tutorials designed for end-‐users that must be readily available and easily accessible within the application.

• Online community of end-‐users to provide support to those encountering difficulties with the application (e.g., an online forum would add a sense of community, giving experienced end-‐users the opportunity to give back by helping new users master the application).

• Organize workshops in order to provide training for end-‐users lacking the necessary skills or competencies to use the application.

Technological requirements for sustainability This section is concerned with the sustainability of the application over time. The key challenges are identified below that need to be addressed in order to have a sustainable application.

• Making changes/revisions to how the instructional content is delivered (e.g. incorporating new techniques and strategies for delivering content).

• Designing the game with modularity in mind: this ensures that the system is easily maintainable and testable.

• Incorporating additional functionality for the application that does not disrupt the user experience to a great extent, along with clear instructions on its purpose. These need to be formally introduced to all users.

• Monitor the quality of the system: Improvements deemed necessary to improve/fix existing functionality or adapt the application to users’ needs (E.g. applications are constantly evolving).

• Seamlessly add new functionality/features as needed without affecting the user experience.

• Funding to maintain the software, • Advertising related to the course (E.g. product placement or continual professional

training – additional courses) • Through publishers, offer basic model of application for free and charge for

additional content


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4.4. Results of the survey analysis

Technological conditions for the introduction of GBL Respondents were asked to specify their proficiency in the use of digital devices.

Q10 PLEASE RATE YOUR PROFICIENCY IN USING THE FOLLOWING DEVICES FOR TEACHING? 1=NO EXPERIENCE AT ALL AND 5 = VERY EXPERIENCED

Answer Options 1 2 3 4 5 Response count

TabTablet (iPad or Android devices)

67 25.2%

42 15.8%

50 18.8%

44 16.5%

63 23.7%

266

Smartphones 60 22.7%

27 10.2%

42 15.9%

62 23.5%

73 27.7%

264

Stationary PC 10 3.8%

4 1.5%

24 9%

71 26.7%

157 59%

266

Laptop or Netbook 17 6.4%

7 2.6%

20 7.5%

74 27.7%

149 55.8%

267

Digital Blackboard 97 37.2%

47 18%

60 23%

31 11.9%

26 10%

261

Table 15: Q10 Please rate your proficiency in using the following devices for teaching?

The results reported in Table 15, indicate that most respondents feel relatively comfortable using laptops or net-‐books (83%), or stationary PCs (86%). These percentages are the result of the sum of those who scaled their proficiency in 4 and 5 in a 1-‐5 scale, being 1 no experience and 5 very experienced.

However, they feel less proficient with emergent mobile technologies such as mobile phones or tablets (50%), including technologies developed specifically for teaching purposes (e.g., digital blackboards; 22%). While the lack of proficiency in the first two areas (i.e., mobile and tablets) could be due to a generation gap, further analysis broken down into age groups shows interesting results, notably that younger teachers seem to be more exposed to this technology, and that significant differences appear across genders (males tend to use mobile technologies more that female). It is also interesting to note that research has shown that perceived proficiency is often significantly different to the actual proficiency and skills acquired by respondents.

In other words, it is often the case that respondent under-‐evaluate their skills or the knowledge that they have acquired. It is interesting to note that the use of particular medium may depend on the resources available; this may, in turn, may depend on the country/region, as some funding may vary and allow two computers per students. The use is related to what staff/companies want, but also to what they can afford, and this latter may vary greatly across countries, and/or the size of the institute.


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When asked about the type of digital activities they often engage in, most participants frequently shop on line (70%), use social media (62%) or computer-‐supported collaborative software such as SKYPE (60%). However, very few played on-‐line games (16%). The latter may not reflect the full spectrum of the users.

Q20 WHICH OF THE FOLLOWING STATEMENTS APPLIES TO YOU?


Response Count

I use social media (Twitter, Facebook). 62,1% 121 I use collaborative software or video conferences (e.g. Skype). 60,0% 117 I play online games. 15,9% 31 I shop online. 69,7% 136 Other (Please specify) 7,2% 14


Table 16: Q20 Which of the following statements applies to you?

When asked whether they could install software if need be, most of the respondents indicated that this was not possible (37%), or that they would need adequate permission to do so (40%), and very few were able to perform the installation themselves (23%). Although further analysis needs to be carried out to determine to which extend this may affect their willingness to pursue GBL-‐ or mobile -‐based activities, these general results indicate that, provided that IT resources could be a potential bottleneck (i.e., limited availability), very few instructors may be able to adapt their class content (i.e., material and software used), unless these require no installation, and could possibly be delivered through on-‐line portals or plug-‐ins (e.g., Java, Flash or HTML5), hence removing the need for installation or customization.

As we will see later, while many of the solutions available for GBL or Mobile-‐based are available on-‐line, several of them do require the installation of customized software, and might in this case not be suited to the classroom environment.

Q12 CAN YOU INSTALL SOFTWARE OF YOUR CHOICE ON THE COMPUTERS IF NEEDED?


Response Count

No, we are not allowed to install any software. 36,8% 98 Yes, we are free to install any necessary software we need. 23,7% 63 Yes, but we have to ask for permission to install it. 39,5% 105


Table 17: Q12 Can you install software of your choice on the computers if needed?


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The use of ICT When asked about how often they used ICT, most common usage frequencies included always (28%), up to 10% of the classes (21%), and up to 50% of the classes. These results show that 53% of the respondents use ICT at least for 50% of their classes, which seems very encouraging for the introduction of additional media.

This being said, the survey did not indicate what type of ICT was considered. This could refer to word processing software, Internet, or digital devices (e.g. digital blackboard). Again, an in-‐depth analysis may reveal, based on ICT skills and proficiency, what type of ICT resources they may be more inclined to use.

Table 18: Q14 How often do you use ICT for teaching?

In terms of ICTs provided by their company, it seems that most of the traditional devices are availed of significantly, such as stationary PC (67%), laptop or net-‐book (64%), and digital blackboards (35.8%). Interestingly, while the digital blackboards are the third most available devices for these trainers, very few seem proficient at using it.

Q15 FROM A TECHNICAL POINT OF VIEW, DOES YOUR ORGANIZATION PROVIDE TECHNOLOGY FOR TEACHING? Answer Options Response Percent Response Count

Tablet (iPad or Android devices) 13,6% 36 Smartphone 7,2% 19 Stationary PC 66,8% 177 Digital Blackboard 35,8% 95 Laptop or Netbook 63,8% 169 Projector 9,1% 24 Other (Please specify) 5,7% 15


Table 19: Q15 From a technical point of view, does your organization provide technology for teaching?

Q14 HOW OFTEN DO YOU USE ICT FOR TEACHING? E.G. COMPUTERS OR MOBILE DEVICES

Answer Options Response Percent Response Count

Never 3,7% 10 Up to 10% of the course time 21,0% 56 Up to 25% of the course time 13,5% 36 Up to 50 % of the course time 18,0% 48 Up to 75 % of the course time 15,7% 42 Always 28,1% 75



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This shows either a need for further training on these devices, or the lack of relevant applications or software that fit the format of the classroom. This lack of representativeness may also be due to the restricted time available for each class, which may, to some extent, prevent the use of approaches that are less structured and more student-‐centred (with the added benefits of interaction, but the need for more time to setup).

Again, additional interviews would be interesting to determine the marginal use of these devices. A breakdown by age could also indicate an increasing use (although still low overall). In addition, mobile devices such as tablets and mobile phones seem to be significantly less available in these companies (14% and 7% respectively). For the former, the relative fragility of the device coupled to increased thefts threats (due to its pervasiveness) may explain the low adoption of these devices.

As demonstrated in the previous sections, instructors may require many of these devices; however, if they do not feel proficient with them in the first place, they may not be willing to order additional devices of this type.

The solution here may be training imposed by the management to ensure that they become familiar with the devices. In other words, if being able to use these devices is not perceived as compulsory, little or no increase will be noted in use; this change may be lead by the management (top-‐down) rather than by teachers (bottom-‐up approach).

In addition, smartphones are merely available in these companies (7.2%), due to similar reasons, but also possibly because they are more considered as a personal/recreational item rather than an educational medium.

Their size may also be perceived as disadvantage, in terms of usability, especially for staff that may have significantly high occurrences of lessened visual acuity (compared to other age groups), or for tasks that require the use of gloves or other equipment, which would restrict the accuracy of the touch features (small icons). Additional interviews would be informative in this regard.


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The use of GBL When asked whether they have already used GBL, only 27% confirmed that they had done so.

Figure 23: Q18 Have you ever used digital games for teaching?

This result is in line with previous studies, which typically show 25% adoption of this medium for teachers in primary, secondary schools, and third level education. Almost 60% of the respondents indicated that they would like to do so, which may indicate that they need more resources (i.e., time, training, or SW).

Q19 YOU HAVE NEVER USED EDUCATIONAL GAMES FOR TEACHING. WHICH OF THE FOLLOWING STATEMENTS APPLY TO YOUR SITUATION?


Response Count

The school/organization I´m teaching offers no technical equipment. 23,1% 45 There are no guidelines on how to use games for teaching. 34,9% 68 I do not know any game to teach (for my topic). 55,4% 108 I have no time for the use educational games for teaching. 8,2% 16 We have no financial support to buy the license(s). 13,8% 27 I think my students do not want to use games in classes. 5,1% 10 I never thought of using games 0,5% 1 Other (Please specify) 6,2% 12


Table 20: You have never used educational games for teaching. Which of the following statements apply to your situation?

8,5%

58,9%

5,4%

27,1%

I have no wme to consider the use of educawonal games.

I have never used digital games for teaching but I would like to do so.

I have never used digital games for teaching but I am planning to do so.

I have already used educawonal games for teaching.


50

The answers to the next question show that the reasons for this low adoptions are usually linked to a lack of knowledge as to what software could be used to illustrate or support their topic (54%), the lack of guidelines on this topic (35%), lack of technical equipment (23%), or the lack of financial support (14%).

For those who have used games for teaching, the games employed were usually free (63%); however, very few of these games were offered by their company (27%) or used to cover the curriculum (10%).

Figure 24: Q21 You have already used educational games for learning. Which of the following statements reflects your experience with digital games?

The fact that almost a third of the games used were provided by their company seems very encouraging, and may tend to suggest that in this case, that corporal culture may be an influential factor. In the latter case, the low number of games that are used to cover the curriculum ties in with the result of this survey that indicate a difficulty to find games and that many teachers find it difficult to identify games that cover the curriculum.

In this case, it may be that they could be used as a point of discussion, to introduce the topic, or to illustrate some basic/general concepts. Without delving into the details of the curriculum. Subsequent sections of the survey show that those who are using games for teaching, tend to do so through PCs (78%; probably it is the mostly available devices), on-‐line game (46%), and tablets.

Again, this makes sense, since trainers are usually using the hardware they available at their training centre. This also shows that trainers do not tend to consider alternatives to hardware provided by their companies, including their students owned mobile devices; Many apps are available for free on both Android and iTunes, many of them with educational benefits or purpose in mind. In fact, only 82% of those using games do so through mobile games.

63,2% 10,3%

26,5% The games I use were freely available.

The games I use cover the curriculum.


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Figure 25: Types of games used (Q27) and reasons (Q28) why teachers have used mobile games for learning (Q26)

The genres the most used/represented being location-‐based (30%), augmented reality (30% of respondents), and collaborative (30%). While the first two results seems surprising, provided that such features are provided essentially through mobile technologies, and that the main technology employed are PCs; however, it is not surprising to see a collaborative use of these games across 30% of those who use games.

For those who used video games, most of them perceived significant impact on students' motivation and achievement (51% and 54% respectively).

Loca]on-‐based

Augmented reality

Immersive Ubiquitous / pervasive

Collabora]ve

Role-‐based

Mixed-‐reality

Q 27 Which of the following terms characterize the game(s) you used?

30,0%

20,0%

50,0%

Q28 Why do or did you use mobile games for learning?

High mowvawonal potenwal Increase of knowledge gain Both, mowvawonal aspects and knowledge gain The devices are available anyway

Yes; 17,6%

No, 82,4%

Q26 Have you ever used mobile games for learning?


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While it would be expected that these games be used for both motivation and learning, their use is usually motivated by both knowledge and motivation (50%), just motivation (30%) or just knowledge gain (20%). This shows that instructors understand the benefits of motivation for learning, and that they seem confident that the game can provide at least motivation. Mobile learning games seem to be used essentially for health and safety and technology (although this question ought to be more precise).

Challenges faced by instructors The biggest challenges faced by instructors were to find a suitable game (70% of the respondents) and the absence of peer support, whereas very few of these instructors considered the access to guidelines to be a major obstacle.

For these teachers, technological issues are not a deterrent, probably because, as demonstrated by research outputs, these teachers might just be naturally curious and self-‐starters when it comes to become familiar with technology.

Such trainers embrace technology and change; however, the issue lies in the content of the game and its suitability to illustrate in-‐depth topics. The absence of peer support may indicate that they use GBL in isolation and that very few other colleagues have embraced this approach, probably because these teachers are ahead of their time and it may take some time for their peers to follow; this confirms their status of Mavericks.

There is much to be learned from this, notably that the creation of on-‐line communities to support them, would help them to 'spread the word' and to remain motivated to use this medium.

Q22 WHAT KIND OF CHALLENGES DID YOU FACE WHEN USING GAMES FOR TEACHING?

Answer Options Response Percent Response Count

It was difficult to find suitable games for teaching. 70,0% 42 To my knowledge, there are no guidelines on how to use games for teaching. 16,7% 10

I have looked for resources on how to use games but found nothing suitable. 6,7% 4

The tools I found are pretty expensive. 10,0% 6 There was little or no technical support. 11,7% 7 There was little or no peer support. 20,0% 12 The game did not run smoothly on the devices used. 8,3% 5 It was difficult to install the game. 8,3% 5 It was difficult to handle and manage the game. 10,0% 6 It was difficult to see an educational benefit. 6,7% 4


Table 21: Q22: What kind of challenges did you face when using games for teaching?


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Opportunities and optimal environments The next portion of the survey sought to understand what would constitute the optimal conditions for the deployment and use of GBL and mobile technologies. The majority of the respondents (49%) thought that the absence of installation would help the use of games in the classroom; they also agree that if software needs to be installed, their company should do it (39%) or they should be able to install it themselves (31%).

Figure 26: Q31 Requirements of installation that a game should meet

This being said, very few think that the games should be installed by the students. These two comments tie in with the previous questions, as very few instructors can install software themselves, so either solution (no installation or installation by company) would palliate this lack of installation privileges/permissions. The fact that they do not think that students should install software could be greatly due to a perceived security threat; although, this view may not be applicable to mobile devices that belong to the students.

This may mirror a narrow view of education, limited to devices own by the company, rather than approaches that leverage students owned digital devices. Again, this ties with trainers' proficiency or use of mobile devices (tablets), which was evaluated as low in the previous questions.

While these results reflect their proficiency, further analysis needs to be carried out to see to what extent this perceived proficiency impacts on their adoption and use of new technologies. A correlation analysis could perform for this purpose (see next sections).

not require installawon.

be installed by the inswtuwon.

be installed by the students.

be installed by the teacher.

Series1 49,3% 38,8% 6,0% 31,3%

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%


54

For trainers who used video games, the games used were essentially free versions (for 63% of the respondents who had used them).

The survey also tends to indicate that instructors believe that games, when included into teaching practices, can improve students’ attendance, and that more instructors should use this medium, as it may well increase motor skills (46%), ICT skills (49%) spatial awareness (46%), collaborative skills (40%), but more importantly logical and problem solving skills (54%).

Finally, when asked about the ideal class size for the use of technology-‐enhanced teaching, most instructors agreed that 6-‐10 learners would be optimal. This question, of course, would benefit a breakdown by proficiency as it can be assumed that those with lower proficiency may feel overwhelmed by the demands of the students or may not be able to leverage all the tools that could improve their efficiency when monitoring students (e.g., on-‐line reports, real-‐time skills monitoring).

Figure 27: Q31: When you use technology/digital media during your classes, in your opinion: What should

be the maximum class size?

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

Up to 5 learners 6-‐10 learners 11-‐15 learners 16-‐20 learners More than 20 learners


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4.5. Conclusion regarding technical aspects This study is essentially confirmatory in the sense that most of the data and analyses presented confirm similar studies recently published in this field. However, while this study presented similarities with previous GBL reports, it also introduces several novelties and insights in this domain.

First, very few studies have looked into GBL, and mobile-‐based applications for VEC. While ICT is becoming increasingly popular in this field, these two aspects are seldom represented in this research field; In addition, while most studies focus on either GBL or mobile application, the data presented in this report considers GBL-‐mobile application, a possible niche area, with its specificities and differences compared to most commonly used ICT methods/approaches.

5. Pedagogical integration

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5. Pedagogical Integration ECAP Research & Development, Lugano, Switzerland

5.1. Background In the nowadays never ending evaluative settings in the training and education it’s important to find common paths in order to link each qualification process to a concept of usability of the outcome. The Learning outcome, to be usable, has to be coherent to parameters, to a qualitative benchmark able to embed knowledge with competence. To achieve this aim is essential to be aware of the highly particular nature of the learning process, which obliges us to overcome the trainer/trainee (or producer/client) dichotomy in delineating the conditions for success, which in turn determine the quality of training (5).

It is important to refer to the various implications of the action launched and the contradictions that are often difficult to solve and which derive from a need to pragmatically combine the two dimensions previously mentioned (including the economic and political feasibility of any training action).

Le Boterf in his work of 1998 refines some key concepts:

ü Each evaluation must start from the concept of “utility” of the training action and place it as basis of the efficacy measurement of the same. There isn’t, in training, an abstract utility, but rather a “possible” efficacy, pursued and verified in relation to a system of complex interactions, internal and external, which the participants, as well as the organisers and collaborators of the project, must address on a daily basis;

ü The various objectives of training, regardless of whether they refer to “institutional” interests or individual expectations of the participants, cannot be achieved except through the full involvement and commitment of the persons participating in the training structure; motivation and commitment represent therefore key indicators for the success or failure of the training intervention;

ü To evaluate the goal of professionalization of the persons participating, with reference to the labour market sector or those profiles considered functional for the construction of individual professionalization projects (adult trainer), is essential that the acquisition of competences matured through training can be translated into practice; a full evaluation can be carried out in this sense only by means of repeated verifications, subsequent to the conclusion of the training course;

ü The professionalization course must exploit consolidated growth and experience accumulation modalities practiced by subjects undergoing training. This implies, in this case, the adhesion, formal or informal but aware, of participants to a balanced “contract” where the various interests of actors and institutions involved are explicitly recognised.


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5.2. Analysis of results according to EQF demands Mobile devices and digital games have potential to foster the link with EQF (European Qualification Framework) and to structure professional profiles both on sectorial and inter-‐sectorial levels. The main target group that also from the MoGaBa VET raised from the survey are, shortly resuming: a) learners difficult to reach; b) people not in education, employment (or training sometimes); c) practitioners and learners seeking educational support for the acquisition of knowledge.

From these three categories emerged in MoGaBa VET, we can assume that since the EQF is designed to be a comprehensive framework encompassing all sub-‐systems of education and training (general and adult education, vocational education and training as well as higher education), it implies a concrete possibility of connection also for teacher/trainers and apprentices involved, in order to be able to implement the use of mobile devices and digital games as European valuable tools able to be integrated in the recognized qualifications.

The main structure of the EQF is defined by eight levels covering the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training. These eight levels are described in terms of the above mentioned LO, defined as what an individual is expected to know, understand and/or are able to do at the end of a learning process. Each level differentiates between knowledge, skills and competence (understood as autonomy and responsibility). This makes it possible, and very correspondent also for a LO deriving from mobile devices and digital games APL-‐Bud, to define the level of a qualification according to its content, not to its institutional belonging.

This is exemplified by vocational qualifications, which traditionally have been placed at a lower level than academic qualifications. The acceptance of the EQF may lead to a situation where academic bachelors and master craftsmen are being placed at the same level, the first emphasising high-‐level theoretical knowledge, and the second high-‐level practical skills.

The EQF thus breaks with the traditional approach where certificates and diploma are compared (and valued) according to the duration of the education and training process and the location of the awarding institution. This shift to LOs should thus gives priority to the content and profile of activities and competences referred to certificates and diploma, reducing the weight given to the duration and location of the learning process, and valorising also learning tools like mobile devices and digital games. In line with the above, the EQF also underlines the need to develop arrangements for the validation of non-‐formal and informal learning. The LO approach is seen as a precondition for this and further emphasises the need to focus on the actual knowledge, skills and competence held by individuals.


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5.3. Challenges with the target group If we want to link the IT proficiency and the basic determining factors in term of curriculum conditions and specific conditions of compatibility with EQF, is necessary to start underscoring that the field survey evidences as main target groups: a) learners difficult to reach; b) people not in education, employment (or training sometimes); c) educational support for the acquisition of knowledge.

Connecting these evidences with the resulted main topics and the corresponding EQF possible target of usability is possible to select some precise areas where to focus on this matching in term of proficient usability of GBL in training activities. Professional profiles’ areas in terms of matching with EQF level are:

• Building area: levels 2, 3 in particular, 4, and (5) less possibilities of use. Used mainly for qualified workforce (machines operators, etc.) in order to joint practical learning and simulation of workplace;

• Social: levels 2 in particular, 3, 4, (5) less possibilities of use. Used mainly for occupation (job application) and orientation/counselling in term both of simulation of job searching context and as tool for counselling as situational simulation;

• Health and safety: levels 2, 3 in particular, and 4 in particular, (5) less possibilities of use. Used mainly for simulations, increase awareness and could merge simulation of workplace situation and good practice application for learners;

• Computing/ICT: levels 1 in particular, 2 in particular, 3, 4 in particular, 5. Used for first ICT literacy on lower levels or to focus/strengthen knowledge in higher level.

This discourse on main areas of application of GBL and EQF encompasses, as well in the field survey, some challenges, on the teacher/trainer’s side in connection with the apprentices/trainee’s side. In other terms, the survey evidences some challenges in term of overcoming difficulties in using GBL, but considering the previous observations, seems helpful to create a functional connection between the challenges belonging more to the teacher/trainers and their relapse on apprentices/trainees.

Table 22 shows how challenges can be absorbed from the two different targets in terms of possible support of GBL adoption in tackling the challenges and the effects that this could have from teacher/trainer and trainees/apprentices sides. Of course the EQF levels are the ones that were pointed out above since the affected areas are the same.


59

Teacher/trainer Apprentices/trainees

To achieve a homogeneous class. To get students interested/motivated.

To end up with barriers of the educational system. Achieve expected knowledge.

Lack of specific knowledge needed to follow the class. To teach different profiles.

Literacy.

Ensure the training of all students. Need to adapt material/tools to the level of knowledge of the students.

Behavioural challenges at class.

Transfer culture/values with the teaching. I would like the student to grow professionally/find a job. Low self esteem of students.

To meet the requirements of the curriculum. Integrate theory with practice/work.

Table 22: Challenges with the target group connecting teacher/trainers and apprentices/ trainees.

5.4. Conclusions regarding pedagogical integration Results demonstrate that aligning games with curricula is an emerging issue in adopting games into the classroom. The motivational potential of digital games that meet the younger generation’s needs (cf. Egenfeld-‐Nielsen, 2007, Ritterfeld, & Cody, 2009, Ulicsak, 2010), and ideally support learners difficult to reach (Douch, Attewell & Dawson, 2010), obviously has no impact on the actual use for practical work. Time restrictions, the perceived non-‐existence of information on existing games together with the fact that educational experts assess the fit of serious games to the curriculum as unconvincing, might further add to this. The difficult relationship between serious games and the curriculum is confirmed by other studies. Baek (2008) in his attempt to identify factors that inhibit teachers’ use of games in the classroom setting identified Inflexibility of the curriculum as the strongest factor.

The Integrated learning concept by Dillenbourg & Jermann (2007) offers approaches for the use and the embedding of pervasive technologies, i.e. digital devices and digital games, in the learning process. It emphasises a systemic and particularly workplace related approach and points out the importance of setting up a learning process that allows for technologies, media and digital games as central means in the pursue and substantiation of the Learning Outcome (LO), which is defined as the result of the training process, i.e. the ultimate and measurable ring in the chain of training processes.


60

On the one hand, means used in the learning process have to be tools for the learner to secure knowledge and to start the reflective process (Jarvis, 2009), one the other hand, tools which are co-‐built by the learner have to be valuable also for other users, in a systemic way, with an inherent feature of usability and exploitation of results and products also towards other learners and/or users.

In this Integrated learning concept context, the use of technologies and digital games are useful for connecting VET locations and not only for delivering and storing learning materials, but to create and support learning activities which: a) are built around social interaction, involving apprentices at individual, group or class level; b) are constituted considering the learning potentialities of technologies and not mainly their technical characteristics; c) foresee multiple modes of interaction, both in presence and distance, both with and without computers; d) produce digital objects, that can be used and re-‐used, in order to structure new learning activities (Motta, Boldrini & Cattaneo, 2012: 250).

For complying with the mentioned features, technologies and digital games have to be embedded in a training course in a proper way from the initial course drawing, in a frame to build pedagogical scenarios with starting point and objective (LOs) and with a transversal character of the professional context, because the aim is to develop knowledge resources able to be put into action during professional practice in a more aware way than when they were caught at the beginning of the process. This frame could help to ensure the integrative aspect, avoiding that the use of technologies and digital games produce only spotted (though positive) results.

6. Funding Scenarios/Outlook

61

6. Funding Scenarios/Outlook Bildungszentren des Baugewerbes BZB, Krefeld, Germany

As this project mainly deals with the vocational education and training (VET) in the pilot sector “construction”, the focus will be on LifeLongLearning and the EU-‐funding by “ERASMUS+”. ERASMUS+ will run from 2014 until 2020 and offers several sub-‐programs, i.e. sections. Hence, the topic or the target groups define the selection of an appropriate funding sub-‐program for innovative and future leading studies, cooperation and developments. ERASMUS+ provides with funding scenarios in general school contexts, in vocational education and training contexts as well as in contexts dealing with youth and sports.

More complex funding scenarios will be provided in the “Horizon 2020” and in the “Intelligent Energy Europe” programs. The first one puts forward cooperation between universities and enterprises, whereas the latter one stresses the focal use of digital media applications in the field of developments in Energy Efficiency (e.g.), which is one of the major fields in European economic policy affairs.

Regularly these funding has only yearly opportunities for applications. All consortia require a minimum number of international partners. The yearly funding has a ceiling of 150,000 € in ERASMUS+ for instance. A work program has be relate to an adequate work program and thus to appropriate results and impact. Testing procedures and evaluation strategies are always a proper instrument and well regarded in public.

To respond to these funding opportunities the Conference on Project Development (CPD) has been funded in 2008 by BZB Krefeld. It incorporates frequently around 12 international partner organizations from at least 6-‐8 countries in order to channel VET-‐market requirements in future leading project initiatives, which normally do not find investments on market level. Hence, the developments for a more intense use of digital media in the VET of the construction sector (among others) are organized in a well-‐balanced and structured pattern and do mostly not happen on sudden occasions. CPD meets twice annually always in partners´ organizations.

The advantage of CPD is the closeness to the VET-‐market, since all CPD-‐“members” are operating directly with companies and workers, who both are their clients. This gives a very concrete background and leaves the opportunity to make use of practical testing scenarios. CPD is also a platform for sustainable dissemination and exploitation of already realized results, processes and products. The partners intensively exchange their ideas and achievements in order to further develop innovation based on the prior results combined with their market experience.

7. Recommendations

62

7. Recommendations MoGaBa VET united a wide range of experts, focusing on diverse aspects in the field of vocational education and training. As a result, they have the following recommendations:

RESULTS OF THE SURVEY RECOMMENDATIONS

Trainers are positive about the potential of GBL and most of trainers (80.85) would like to use games for their teaching even though they have never used GBL before.

The older the trainers, the less they believe in the benefits offered by GBL.

Foster understanding: Trainers need to acknowledge that GBL can enhance students’ motivation to learn and to actively engage them in the learning process.

Provide sound examples: Games need to have a good learning design, based on learning outcomes and learning objectives, and meet the requirements of the curriculum

Support change: Game-‐based learning requires new settings for teaching and learning, e.g. different learning framework, in order to be effective.

Learn from each other: The “digital divide” between trainers and trainees is a given fact that provides opportunity to exchange knowledge and to open up new perspectives.

In order to accomplish this, strategies should be developed that:

-‐ Encourage teachers to embrace games and new teaching/learning methods.

-‐ Change the attitudinal environment amongst teachers (their general non-‐acceptance of games as a learning activity)

-‐ Ensure ownership of resources (teachers want to use their own resources).

Enable individual learning: Game-‐based offers chance to provide individual and adaptive learning material that ideally supports the transfer of practical knowledge into practice (e.g. the use of simulations).

Trainers with 11 to 15 years of experience generally demonstrate the highest level of agreement on the positive effects of GBL

In contrast with these results, instructors with more than 15 years of experience are the most pessimistic.

Trainers of apprentices (GE, CH, UK) trust the least in the positive effects of GBL.

In contrast with this, trainers of non-‐qualified workforce (ES) agree GBL can be beneficial for students.

The three main challenges for teachers are Transferring values; Overcoming heterogeneity of the students in the same classroom and Transferring knowledge.

Table 23: Recommendations related to effectiveness and efficiency of GBL

7. Recommendations

63

A total of 27.13% of all trainers have already used digital games for teaching.

Facilitate information: As it is difficult to find appropriate and valuable information on GBL offers, any source of information should be made publicly available and collected.

Provide pathway for change: Institutions that offer new technologies and foster using them can provide pathway for change. By offering (technical) support to use GBL they enable new motivating ways for teaching and learning.

Support using ICT: Teaching ICT is important, teaching with ICT is effective:

-‐ Provide new technologies, such as tablets or smartphones as they are the main game platforms.

-‐ Use games for learning, since most trainers have never used games for their own training.

A total of 72.87% of trainers have never used games for their teaching.

Most trainers (70%) found it difficult to locate suitable games for teaching

A total of 63.24% of trainers used freely available games and 26,47% they were offered by their institution

Trainers rarely play games in their spare time.

A total of 82.35% educational practitioners have never used games for learning at all.

Most teachers are familiar with using Stationary PCs and Laptops.

Labs are the main source for access to technology. Most Labs provide Stationary PCs.

Most training institutions offer Stationary PCs (66,8%) and Laptops (63.8%).

Table 24: Recommendations related to the organizational requirements support structure

RESULTS OF THE SURVEY RECOMMENDATIONS

8. Summary

64

8. Summary With the survey the project partners aimed at obtaining statistically relevant data that offers valuable insight into VET educators’ practical experience and practice in using digital games for teaching and learning. Even though results are inconclusive, the data collected helped to better understand the factors that impact the use of digital games within an educational setting, the relationship between teachers’ competence in using ICT and the habit of using digital games for teaching and learning. Thus, this survey provided information in order to break new ground for VET, indicating future addressees for action support.

This study has described existing (mobile) game-‐based learning approaches for the building industry. It has documented and evaluated parameters and methodologies for implementing game-‐based learning environments for VET, this way providing argumentative support for the use of GBL-‐approaches in future vocational education and training scenarios. Eventually, this project survey enabled statements as to expedient fields of activity and funding opportunities for future project planning in the field of mobile and (mobile) game based learning for VET.

This report is essentially confirmatory in the sense that most of the data and analyses presented confirm similar studies recently published in this field. However, while this study presented similarities with previous GBL reports, it also introduces several novelties and insights in this domain.

First, very few studies have looked into GBL, and mobile-‐based applications for VEC. While ICT is becoming increasingly popular in this field, these two aspects are seldom represented in this research field. In addition, while most studies focus on either GBL or mobile application, the data presented in this report considers GBL-‐mobile application, a possible niche area, with its specificities and differences compared to most commonly used ICT methods and approaches.

However, in order to motivate teachers to use such tools for teaching, future research needs to verify the effectiveness of mobile learning games and to corroborate their educational value. Otherwise, the educational system may run the risk of disengaging future learners (Klopfer et al., 2009).

9. References

65

9. References

-‐ Alderfer, C.P. (1969). An Empirical Test of a New Theory of Human Needs. Organizational Behavior and Human Performance 4, 142–175.

-‐ Baek, Y. K. (2008). What Hinders Teachers in Using Computer and Video Games in the Classroom? Exploring Factors Inhibiting the Uptake of Computer and Video. CYBERPSYCHOLOGY & BEHAVIOR. Volume 11, Number 6, 2008

-‐ Carstens, A. & Beck, J (2010). Get Ready for the Gamer Generation. TechTrends, 49(3), 22-‐25.

-‐ Deci, E. L. & Ryan, R. M. (1985b). Intrinsic motivation and self-‐determination in human behavior. New York: Plenum.

-‐ Demirbilek, M., & Demirel, S. (2010). Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries, Journal of Information Technology Education.

-‐ Dillenbourg, P., & Jermann, P. (2007). Designing integrative scripts. In Fischer, F., Mandl, H., Haake, J., & Kollar, I. (Eds.), Scripting computer-‐supported collaborative learning – Cognitive, computational and educational perspectives (pp. 275-‐301). New York, NY: Springer. Doi: 10.1007/978-‐0-‐387-‐36949-‐5-‐16.

-‐ Douch, R. & Savill-‐Smith, C. (2010). The Mobile Learning Network: The Impact of Mobile Game-‐Based Learning. In: Proceedings of IADIS International Conference Mobile Learning 2010, Porto, Portugal, 189-‐197.

-‐ Douch, R., Attewell, J., & Dawson, D. (2010). Games technologies for learning. More than just toys. https://crm.lsnlearning.org.uk/user/order.aspx?code=090258 on 13 April 2011.

-‐ Egenfeldt-‐Nielsen, S. (2007). Educational Potential of Computer Games. New York: continuum books 2007

-‐ Jarvis, P., (2009). Learning to be a Person in Society. London: Routledge. -‐ Johnson, L., Levine, A., Smith, R., & Stone, S. (2011). The 2011 Horizon Report.

Austin, Texas: The New Media Consortium. -‐ Ketelhut, D. J., & Schifter, C. C. (2011) Teachers and game-‐based learning: Improving

understanding of how to increase efficacy of adoption, Computers & Education, Volume 56, Issue 2, pp. 539-‐546

-‐ Klauer, K. and Leutner, D. (2007). Lehren und Lernen: Einfuehrung in die Instruktionspsychologie. Beltz, PVU, Weinheim.

-‐ Le Boterf, G. (1998). De la compétence à la navigation professionnelle. Ed. de l’organisation, Paris.

9. References

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-‐ Liao, C.C.Y.; Chen, Z-‐H.; Cheng, H.N.H.; Chen; F-‐C. & Chan; T-‐W. (2011). My-‐Mini-‐Pet: a handheld pet-‐nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27(1), 76-‐89.

-‐ Maslow, A (1954). Motivation and personality. New York, NY: Harper. ISBN 0060419873.

-‐ McClelland, D. C. (1961). The achieving society. Princeton: VanNostrand. -‐ Motta, E., Boldrini, E. & Cattaneo, A. (2012). Technologies to “Bridge the gap”

among learning context in vocational training. Chapter 21 in Pumilia-‐Gnarini, P., Favaron, E., Pacetti, E., Bishop, J., & Guerra, L. (Eds.) Handbook of research on Didactic strategies and technologies for education incorporating advancements. Vol. I (pp. 247-‐265). Hershey PA, USA: IGI global.

-‐ Petko, D. (2008). Unterrichten mit Computerspielen. Didaktische Potenziale und Ansätze für den gezielten Einsatz in Schule und Ausbildung. MedienPädagogik. Zeitschrift für Theorie und Praxis.

-‐ Prensky, M. (2003). Digital game-‐based learning. Computers in Entertainment, 1(1), 21. doi:10.1145/950566.950596

-‐ Ritterfeld, U., Cody, M., & Vorderer, P. (2009). Serious Games: Mechanisms and Effects. New York/London: Routledge

-‐ Schiefele, U. and Schreyer, I. (1994). Intrinsische Lernmotivation und Lernen. Ein Überblick zu Ergebnissen der Forschung [Intrinsic motivation to learn and learning: A review of recent research findings]. Zeitschrift für Padagogische Psychologie, 8(1):1–13.

-‐ Ulicsak, M. and Wright, M. (2010). Games in Education: Serious Games: A Futurelab Literature Review. Technical report, Futurelab Series, Bristol.

-‐ Unterfauner, E., Marschalek, I., Fabian, C. M. (2010): Mobile Learning With Marginalized Young People. Proceedings of IADIS Int’l Conf. Mobile Learning 2010, Porto, Portugal, 28-‐36.

10. List for further reading

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Research Articles

-‐ Beck, A. C. A. J. (2010). Get Ready for the Gamer Generation. TechTrends, 49(3), 22–25. doi:10.1186/1471-‐213X-‐10-‐81

-‐ Breuer, J. S., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Eludamos. Journal for Computer Game Culture, 4(1), 7–24. Retrieved from http://www.eludamos.org/index.php/eludamos/article/viewArticle/vol4no1-‐2

-‐ Charsky, D., & Ressler, W. (2010). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education. doi:10.1016/j.compedu.2010.10.001

-‐ Collins, A., & Richard Halverson. (2009). Rethinking education in the age of technology: The digital revolution and the schools. New York: Teachers College, 1–10. Retrieved from http://mit.kku.edu.sa/courses/media-‐arts-‐and-‐sciences/mas-‐714j-‐technologies-‐for-‐creative-‐learning-‐fall-‐2009/readings/MITMAS_714JF09_read03_coll.pdf

-‐ Defreitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249–264. doi:10.1016/j.compedu.2005.11.007

-‐ Eck, R. Van. (2006). Digital Game-‐Based Learning: It’s Not Just the Digital Natives Who Are Restless. Technology, 0–7.

-‐ Gros, B. (2007). Digital games in education: The design of games-‐based learning environments. Journal of Research on Technology in Education, 40(1), 23–38.

-‐ Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Retrieved from http://telearn.archives-‐ouvertes.fr/hal-‐00593085/

-‐ Mitchell, A., & Savill-‐Smith, C. (2004). The use of computer and video games for learning A review of the literature The use of computer and video games for learning. Development.

-‐ Morenoger, P., Burgos, D., Martinezortiz, I., Sierra, J., & Fernandezmanjon, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530–2540.

-‐ O’Rourke, M., Custance, J., & Papasimeon, T. (2008). Developing a Vocational Training Computer Game Workplace Simulator: The Vocational Game Project (pp. 168–176). Retrieved from http://vuir.vu.edu.au/15867/


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-‐ Peeters, M., Bosch, K. Van Den, Meyer, J.-‐J. C., & Neerincx, M. A. (2012). An Ontology for Integrating Didactics into a Serious Training Game. In Pedagogically-‐driven Serious Games (PDSG 2012). Retrieved from http://ceur-‐ws.org/Vol-‐898/pdsg12-‐proceedings.pdf#page=5

-‐ Persson, N. (2014). Serious Games: Present and Future. Retrieved from http://www.diva-‐portal.org/smash/record.jsf?pid=diva2:719497

-‐ Petrovic, O. (2009). Doing Justice to the New Realities. In O. Petrovic & M. (Anglia R. U. Warnes (Eds.), Serious Games on the Move (pp. 8–10). Wien.

-‐ Prensky, M. (2003). Digital game-‐based learning. Computers in Entertainment, 1(1), 21. doi:10.1145/950566.950596

-‐ Ulicsak, M., & Ben Williamson (Futurelab). (2010). Computer games and learning. Retrieved from http://admin.futurelab.org.uk/resources/documents/discussion_papers/Computer_Games_and_Learning_discpaper.pdf

Links:

-‐ Perspectives of playing a game http://www.pilnetwork.com/HotTopics/gamesbasedlearning/benefitsofgamesbasedlearning)

-‐ http://www.learningsolutionsmag.com/articles/1337/gamification-‐game-‐based-‐learning-‐serious-‐games-‐any-‐difference

-‐ http://www.escapistmagazine.com/news/view/110837-‐New-‐Demographics-‐Show-‐Gamers-‐Are-‐Getting-‐Older

-‐ http://elearningindustry.com/mobile-‐games-‐for-‐adult-‐learning-‐what-‐is-‐the-‐appeal -‐ http://scopeo.usal.es/wp-‐content/uploads/2013/04/scopeom004.pdf

11. Short Bio of Experts

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11. Short Bio of Experts

EXPERT NAME BACKGROUND PROFESSIONAL LINKS

Bertelmann-‐Angenendt, Frank

Political Economist, Senior Project Manager, University Diploma in International Economics

[email protected]

Bignami, Filippo Senior researcher. Political scientist, PhD in political and social sciences.

Filippo.Bignami@iuffp-‐svizzera.ch

Boskovic, Boris Research assistant. Bachelor's degree (BA) in social sciences and Slavic studies.

[email protected]

Felicia, Patrick Lecturer, course leader and researcher at Waterford Institute of Technology, where he teaches and supervises undergraduate and postgraduate students.

ie.linkedin.com/in/patrickfelicia

González López, Javier

International project manager. Bachelor in Psychology. Master degree in health and safety. Master degree in training of trainers.

es.linkedin.com/pub/javier-‐gonzález-‐lópez/9/532/352/de

Kelleher, Brendan

Researcher, Developer at the Game-‐Based Learning Research Group at Waterford Institute of Technology.

ie.linkedin.com/in/brendankelleher

Rodriguez Arevalo, Esther

International project technician. Master’s Degree in Health and safety.

[email protected]

Schmitz, Birgit Project manager/Head of content development. Teacher for vocational education and training.

de.linkedin.com/in/birgitschmitz/

Schnabel, Daniela

Social scientist. [email protected]

Trapletti, Omar Researcher. Master’s degree in anthropology, history and geography.

[email protected]

Table 25: Short Bio of Experts

12. Tables and figures index

70

12. Tables and figures index TABLES Page

Table 1: Responses to the questionnaire per country 10

Table 2: Example of an app related to a construction simulator game 15

Table 3: Examples of apps related to driving simulator 15

Table 4: Example of apps related to construction working tools 16

Table 5: Example of apps related to construction traditional games 16

Table 6: Example of apps related to construction sector for children 16

Table 7: Concepts of motivation and their relevance for game-‐based learning 23

Table 8: Questionnaire items related to effectiveness and efficiency of GBL offers. 24

Table 9: Results of data analysis according to gender aspects 26

Table 10: Distribution of participants according to their years of experience 29

Table 11: Results of data analysis according to hours per week of work 31

Table 12: Challenges of game-‐based learning approaches 37

Table 13: Total of teacher feedback 37

Table 14: Technical requirements: operating systems and devices 40

Table 15: Q10 Please rate your proficiency in using the following devices for teaching? 45

Table 16: Q20 Which of the following statements applies to you? 46

Table 17: Q12 Can you install software of your choice on the computers if needed? 46

Table 18: Q14 How often do you use ICT for teaching? 47

Table 19: Q15 From a technical point of view, does your organization provide technology for teaching?

47

Table 20: You have never used educational games for teaching. Which of the following statements apply to your situation? 49

Table 21: Q22 What kind of challenges did you face when using games for teaching? 52

Table 22: Challenges with the target group connecting teacher/trainers and apprentices/ trainees.

59

Table 23: Recommendations related to effectiveness and efficiency of GBL 62

Table 24: Recommendations related to the organizational requirements support structure 63

Table 25: Short Bio of Experts 68

12. Tables and figures index

71

FIGURES Page

Figure 1: Age distribution of participants 11

Figure 2: Motivation characteristics 18

Figure 3: Maslow's hierarchy of needs 19

Figure 4: McClelland’s need theory 19

Figure 5: Alderfer’s ERG Theory 20

Figure 6: Motivation and performance 20

Figure 7: Types of motivation 21

Figure 8: Motivation sources 21

Figure 9: Motivation process 22

Figure 10: Responses to questions related to effectiveness and efficiency of GBL offers 25

Figure 11: Assessment of GBL with regard to logical skills and collaborative skills by age 27

Figure 12: Assessment of GBL and improvement of problem-‐solving skills by age 28

Figure 13: GBL and students’ attendance and inclusion of GBL into teaching activities by age. 28

Figure 14 GBL can improve motor skills and GBL is a change to daily routine by years of experience

29

Figure 15: GBL can improve collaborative skills and problem-‐solving skills by years of experience

30

Figure 16: GBL can improve students’ attendance and should be part of teaching activities 30

Figure 17: GBL can improve students’ critical-‐thinking skills and is a change to teaching activities 31

Figure 18: GBL can improve collaborative and motor skills by weekly workload. 32

Figure 19: GBL impacts students' achievement by weekly workload 32

Figure 20: Analysis by target group (GE,UK,CH) 34

Figure 21: Analysis by target group (ES) 35

Figure 22: Aspects identified for an inclusive and usable application 40

Figure 23: Q18 Have you ever used digital games for teaching? 49

Figure 24: Q21 You have already used educational games for learning. Which of the following statements reflects your experience with digital games?

50

Figure 25: Types of games used (Q27) and reasons (Q28) why teachers have used mobile games for learning (Q26)

51

Figure 26: Q31 Requirements of installation that a game should meet 53

Figure 27: Q31: When you use technology/digital media during your classes, in your opinion: What should be the maximum class size

54

Impressum

72

Impressum This report is a joint effort from experts of the Leonardo da Vinci LifelongLearning Project MoGaBaVET.

Contact MoGaba VET:

Birgit Schmitz: bschmitz(at)humance.de

Filippo Bignami: Filippo.Bignami (at) iuffp-‐svizzera.ch

Frank Bertelmann-‐Angenendt: frank.bertelmann (at) bzb.de

Javier González Lopez: jgonzalez (at) fundacionlaboral.org

Patrick Felicia: pfelicia (at) wit.ie

Visit this project on the Internet:

http://mogabavet.wordpress.com/

Source for the data:

Surveymonkey results of the survey: https://www.surveymonkey.com/sr.aspx?sm=tUZ_2fVRmpHq_2bVIzfbKNE5DmBcyo2Q0w1ttCJZLPOwd1A_3d

Design and Layout: Fundación Laboral de la Construcción

This report was compiled under Creative Commons License BY 3.0

http:// http://creativecommons.org/licenses/by/3.0/

This licence allows to remix, transform, and build upon the material for any purpose, even commercially and to copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

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