Delivering effective games based learning
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Game-based learning uses branching story scenarios to develop communication skills for adult learners. The eTrees project aims to create an online application using branching stories and games to improve workplace communication. The consortium includes experts in serious games development, adult education providers, and organizations focused on learning methodologies. Games appeal to adults and are effective because they replicate real-life problems, allow experimentation and replay, and promote active, experiential and self-directed learning through goals, feedback, challenge and storytelling. The eTrees tool will be tested in 2014 and launched to allow trainers and businesses to create customized branching scenarios.
Delivering effective games based learning
- 1. Game-based learning, branching stories, and advantages for using with adult learning Vikki Trace and Eileen Kirk Derbyshire Adult Community Education Service (DACES)
- 2. eTrees An online service to improve communication skills in the workplace using branching stories games Purpose 1. To develop a game-based learning application using branching scenarios for practicing, evaluating, and enhancing communication skills. 2. To develop a validated game-based learning methodology and resources that will permit trainers and businesses to develop and use their own branching scenarios and content.
- 3. The eTrees consortium • One of Europe’s leading companies in serious games development (SGI) • Two adult learning providers (PAIZ & DACES) • Two organisations with expertise in learning methodologies and requirement analysis (PROMEA & FSS) • A banking association involved in financial services training (EFFEBI) SGI FSS PAIZ DACES PROMEA EFFEBI
- 4. Why use Games Based Learning? Average 21 yr old has spent 10,000 hours gaming By 2015, Over 1 Billion USD to be spent by corporations (Gartner) By 2015, GBL used by 70% of Global 2000 companies (Gartner) Addictive! Drugs like! (dopamine)
- 5. Encouragement Learning Exhilaration Excitement Motivation Inspiration Knowledge Pleasure Understanding Engagement Drive Entertainment Enjoyment Fun Games Based Learning offers:
- 6. Serious games create fun Fun enhances motivation Motivation leads to immersion Immersion allows experimentation Experimentation produces understanding Which Promotes Active Learning
- 7. Are games really good for adults? Adults learn experientially Adults want relevance Adults learn best when learning is of immediate value Adults tend to be self- directed Adults approach learning as problem solving Engagement •Interaction •Story building Goals •Objectives •Motivation Rules & immediate feedback •Fairness •Balance Challenge •Competition •Conflict Key characteristics of adult learning Key characteristics of games
- 8. What about branching scenarios? Interactive dialogue simulations Learner as story protagonist Common beginning, multiple endings Different paths (branches) …that may or may not meet
- 9. A simple branching structure
- 10. start ending ending ending ending ending ending ending A game based on a branching scenario
- 11. What is the added value of using GBL? Offers Realism Higher control & responsibility Strengthened sense of attachment
- 12. Do adults learn better? Simulation of real-life (grey areas) Self-assessment (trial and error) High replayability (application of knowledge)
- 13. Example of a Branching Story To try the Greek story Click here For DACES Click here www.daces.org.uk/course/view.php?id=625
- 14. Building a Branching Story – using e-trees tool eTrees Tool
- 15. The 4 dimensional framework for selecting and using GBL in Teaching and Learning Context Pedagogy Learner Representation The 4 factors that need to be considered when selecting and using games for learning Source: de Freitas & Oliver, 2006
- 16. Guidelines for effectively incorporating GBL into Teaching + Learning 1. Plan learning activities as a whole 2. Make the game a part of learning rather than an end in itself 3. Link to assessment (Initial, formative and summative) 4. Use a blended learning approach 5. Allow learners and learner groups time and scope for exploring the game environment freely 6. Provide opportunities for reflection on learning, through discussion – both online and face to face 7. Ensure that appropriate learner feedback is in place 8. Ensure there are opportunities for collaborative group work (on and off line)
- 17. Methodology for delivering effective game based learning • Define the learning outcomes – prior to and at the start of learning sessions • Select a set of activities to include the game to support the required learning outcome(s) with an appropriate form of assessment (initial, formative and summative) • Consider the sequencing of the game within a set of learning activities and assessment processes • Carry out the session(s) with proper consideration to outlining the session, learning outcomes desired and post session reflection • Undertake assessment of the participants (self, peer, trainer based, or a combination of these – throughout the session(s)) • Evaluate the effectiveness of the session (using learner feedback and evidence of attainment) • Review, re-organise, re-design the session and the learning activities according to feedback received and learner attainment
- 18. Next Steps • DACES – e-trees scenario to be developed and tested – July 2014 • e-trees tool completed – Sept 2014 • National Launch of e-trees tool – Oct 2014 • e-trees game and software tool available for use – Nov 2014
- 19. Thank you! Vikki Trace and Eileen Kirk Derbyshire Adult Community Education Service (DACES) eileen.kirk@derbyshire.gov.uk vikki.trace@derbyshire.gov.uk
Editor's Notes
- #3: Point delegates to the e-trees flyer – for further information
- #14: Show DACES branching story – or one of the e-trees branching stories
- #16: Context Environment (Place of learning) Access to online learning Technical support available Pedagogy Assosiative (instructivist and often task centred) Cognitive (Constructivist) Situative (Learning in communities of practice) De-briefing through post-exercise discussion, reflection with peers/tutor Learner Demographics (age, culture, gender) Learning Preferences/Past experience Use of ICT/use of gaming software/social networking Group interactions/Skills Representation – of the game itself Internal reality and narrative of the game Level of immersion and fidelity Familiarity of interface with the learner group This framework offers a starting point for tutors considering using games in their practice.
- #18: In Summary Trainers will need to use a flexible blended delivery methodology that adopts an experimental, exploratory and social approach to active learning and reflection. This approach should enable the learning that takes place during the game/learning session to be more easily transferred to the workplace setting