The Project "Mobile Game Based Learning" (By Thomas Putz)
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The document outlines the project 'Mobile Game Based Learning' (MGBL) coordinated by Evolaris, aimed at improving learning effectiveness for young people (ages 16-24) through innovative mobile serious games. It describes three game templates: a hybrid quiz simulation, a board game, and a pervasive game, each designed to enhance various learning objectives and encourage collaboration. The project involved over 30 researchers across five European countries and produced open-source software tools to facilitate mobile learning game development.
The Project "Mobile Game Based Learning" (By Thomas Putz)
- 1. Thomas Putz, October 2010THE PROJECT “MOBILE GAME BASED LEARNING”UNESCO Chair in e-Learning VII International Seminar: Mobile Technologies for Learning and DevelopmentOCTOBER 6-7, 2010 BARCELONA
- 2. The FP6-Project: mobile Game-Based Learning (mGBL)
- 3. The mGBL platform
- 4. The Games Game 1: Hybrid quiz simulation game template: “Ahead of the Game” Game 2: Board game template: “Mogabal” Game 3: Pervasive game template: “Get Real!” Additional Information and DownloadsAgenda
- 5. Who is evolaris next level?evolaris is an independent research and development organisation for interactive media.
- 6. evolaris works in a dense network of leading business- and research-partners on the basis of sustainable cooperation contracts.
- 7. 25 employees in Graz and ViennaVisionWe develop applications and associated business models to attract new as well as existing customers of enterprises, to win them over for own products and services, to tie them closer to the enterprise and to offer comprehensive after-sales support. We use the mobile phone as an innovative touch point – also in combination with web and classical media – on the basis of a profound understanding of requirements of various target groups and based on current scientific results.
- 8. was coordinated by evolaris
- 9. involved 30+ researchers
- 10. from 11 project partners
- 11. in 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia)
- 12. used nearly 600 person-moths resources
- 13. with a budget of 2.5 Mio EUR
- 14. was supported by the EU under the FP6 IST.The Project mobile Game-Based Learning
- 15. improve the effectiveness and efficiency of learning in the target group young people (aged 16 – 24)
- 16. develop innovative learning models based on mobile serious games
- 17. develop a classification system with learning goals, content and target groups
- 18. use the mobile phone to establish the link between learners and teachers
- 19. implement games bridging the real and virtual worlds
- 20. design, develop and pilot a prototype game platform
- 21. design, develop and pilot different prototype multimedia learning gamesThe Aims
- 22. 32 deliverables
- 23. software tool for supporting the selection of mLearning games
- 24. mLearning platform Development / authoring of mobile learning games Planning, deployment, management and reporting Control of the games 3 game templates Game 1: Hybrid quiz simulation game template: “Ahead of the Game” Game 2: Board game template: “Mogabal” Game 3: Pervasive game template: “Get Real!”The results
- 25. The platform
- 26. The platform
- 27. The platform
- 28. The most important for you:Most parts of the software modules are available as open source code under the EUPL 1.0 license.http://mgbl.sourceforge.net/The platform
- 29. mobile Game Based Learning game templatesGame Model 1 ‘Ahead of the Game’:Quiz (knowledge testing)Simulation (applying knowledge in a ‘safe’ environment)Game Model 2 ‘MOGABAL’:A ‘box of games’; board & adventure versions; strategic aspects;single user & multi-userGame Model 3 ‘Get real!’:Pervasive game; supporting collaborative project work; phone as conversation mind tool.The game templates
- 30. mobile Game Based Learning Do: include games geared around real life communication – fulfil social needs
- 31. Do: use tried and trusted pedagogy – social-constructivist - usercentric
- 32. Don’t: port P.C. style games to mobile
- 33. Don’t: focus on learning content
- 34. Do: use generic processes
- 35. Do: focus on lifelong learning
- 36. Do: make it funKey recommendations for mGBL developers
- 37. mobile Game Based LearningDelivery vehicle - mobile phone (not PDA or mobile gaming device).
- 38. Create GAMES first and foremost - learning content mapped to game style, embedded naturally in the game.
- 39. Modular game design; customisable games - tools for users.
- 40. Attention to speed, level of difficulty, timing and feedback.
- 41. Variety in game context & complexity - novelty, surprise, humour.
- 42. Keep user costs down - limited use of graphics to accommodate different learning styles - restricted use of sound files.
- 43. Cater for learner diversity with a ‘package’ of different Game Models.Key mGBL game design decisions
- 44. mobile Game Based Learning Different learning preferences and intelligences (e.g. Gardner, 1983)
- 45. Different learner epistemologies:Instructionist (Tolman, 1932), student as consumer. Focus on content, throughput, quality of student on exit.Revelatory (Bruner, 1973): student as explorer, teamworker. Focus on discovery.Conjectural (Kolb, 1984): student as producer, collaborator. Focus on output.Authoring tools that let users customise their own implementations to fit different learning goals, situations and target audiences and thereby enable their use in curriculum delivery.Taken as a whole, the package of Game Models aims to support:
- 46. mobile Game Based LearningSupported Mobile Devices (1)
- 47. mobile Game Based LearningSupported Mobile Devices (2)
- 48. mobile Game Based Learning A hybrid game, consisting of 2 componentsfirst, knowledge is testedthen there are opportunities to deal with challenges in simulated crisis situation An aspect of the learning game is the stimulation of learning through activity
- 49. Aimed at training of the decision-making capabilitiescognitive level - Fastest First!emotional level - Crisis! Players are forced to make their decisions quicklyin Fastest First!, because only the fastest have a chance to reach the next levelin Crisis!, because the situation rapidly deteriorates without appropriate interventionsGame 1: Hybrid quiz simulation game template: “Ahead of the Game”
- 50. mobile Game Based Learning Learning goals are decided by the game author: Content goals: e.g. Facts (after Prensky, 2001) Activity goals: e.g. Questions (after Prensky, 2001) Process goals: e.g. Remember (after Anderson and Krathwohl, 2001) is inspired by TV formats such as The Apprentice (i.e. the bad-tempered boss character) Who Wants To Be A Millionaire? (i.e. multiple choice questions including joker options). Key objectives of game-play: gain points for good, fast, independent decision-making learn from the quality of decisions reflect on success of one’s decision-making strategy.Game 1: “Fastest first!” Quiz component
- 51. mobile Game Based LearningGame 1: “Fastest first!” Quiz component
- 52. mobile Game Based LearningGame 1: “Fastest first!” Quiz component
- 53. mobile Game Based Learning The player is confronted with a scenario where there are 4 critical cases to deal with.
- 54. Decision-making opportunities are sequenced as follows:
- 55. Prioritise 1 of 4 critical cases – then deal with your prioritised case: select 1 of 2 treatments.
- 56. Return to the 3 remaining cases (they have meanwhile all potentially got worse or improved in some way). Prioritise 1 of the 3 cases – then deal with your prioritised case: select 1 of 2 treatments. Return to the 2 remaining cases (they may meanwhile have got even worse – or perhaps have improved slightly). Prioritise 1 of these cases – then deal with your selected case: select 1 of 2 treatments. Return to deal with your last remaining case: select 1 of 2 treatments.Game 1: The Crisis! Question sequence
- 57. mobile Game Based LearningGame 1: The Crisis! Question sequence
- 58. mobile Game Based Learning An adventure game version that enables players to move around the board freely and interact with objects seen around. Events are triggered when a player falls on a board cell or when s/he ‘touches’ an object on the map Learning goals are decided by the game author. Content goals: e.g. Facts, Judgement, Theories, Systems (after Prensky, 2001) Activity goals: e.g. Experimentation (after Prensky, 2001). Process goals: e.g. Evaluating, Creating (after Anderson and Krathwohl, 2001). MOGABAL can be seen as a type of role-play game. The player has two main aims: discovering about different work contexts, by engaging in game events enhancing their characteristics profile, through making informed choices, astute choices, making alliances or by pure good luck!Game 2: Board game template: “MOGABAL”
- 59. mobile Game Based LearningGame 2: “MOGABAL”1 Avatar highlighted on Board version of the game.2 % of resources available to player ‘Pippo’ (human player, i.e. not the computer).3 Avatar highlighted on Adventure version of the game.1 2 3
- 60. mobile Game Based LearningGame 2: “MOGABAL”1 Player score in relation to set of 4 ‘characteristics’.2 Feedback on simple Quiz event.3 Feedback on Adventure game event.1 2 3
- 61. mobile Game Based LearningGame 2: “MOGABAL”
- 62. mobile Game Based LearningThe different ‘events’ supported:
- 63. Quiz: a text and one or more options to choose from
- 64. Decision Tree: similar to Quiz, however various choices have no immediate reward but link to a subsequent event (which can be any event type). This allows construction of complex simulations of chains of choices or decisions
- 65. Conditional decision tree: similar to Decision Tree, but some of the possible choices are available and visible to the player only under particular conditions
- 66. Simple: text message that can be used as a ‘leaf’ of a decision tree or as a simple random event
- 67. Multimedia: opens a multimedia resource then links to a subsequent event. Can be used to enhance the graphic aspect of the events or to insert audio/visual elements in decision trees
- 68. Set internal variables value: The game holds an internal array. This can be used as a sort of ‘state machine’ for complex event correlations
- 69. ‘Case of’ tree: event structured just like the CASE instruction in programming languages, such as SQL. Different events are activated according to current value of one of the internal variables
- 70. Null event: game contents logic may require an ‘empty’ event
- 71. Game Over: event overriding the normal ‘game-over’ rulesGame 2: “MOGABAL”
- 72. mobile Game Based Learning A wide range of game styles can be covered by the engine, some examples include:
- 73. Quiz game: using ‘permanent’ event-sprites linked each to a long list of random quizzes regarding various topics
- 74. Exploration: use of ‘fog of war’ and visible or hidden obstacles/borders can allow creation of labyrinth games for exploration
- 75. Arcade Style Game: event-sprites can also be ‘set’ for programmed or semi-random movement on a map, thus the game can be aimed to avoid ‘negative event’ sprites while searching collision with ‘positive event’ sprites
- 76. Simulation: an interactive map can ‘put’ a player’s avatar in a situation (e.g. a car accident or a similar crisis situation). Interaction with game elements may force the player to try to make the right decision
- 77. Adventure Game: with some ‘plot creation’, the simple ‘simulation’ game above described can be evolved into a complex ‘adventure-game’, with several stages (maps). By using the ‘Set internal variables value’ event it is possible for the game to ‘keep memory’ of players’ choices and have the ‘adventure world’ react accordinglyGame 2: “MOGABAL”
- 78. mobile Game Based Learning A server side game
- 79. Supports curriculum delivery
- 80. Games with parts of real world problem finding and problem solving
- 81. Games are highly collaborative
- 82. Supports a competition between groups of learners who are trying to identify a critical situation relevant to their area of study to investigate and propose possible solutions Using the full functionality of the ‘internet-enabled camera phone’ for communication, collaborationtacit & ambient learninginquiry-based learningGame 3: Pervasive game template: “Get Real!”
- 83. mobile Game Based LearningTeams of learners engage and re-engage with a real world critical situation
- 84. Planning and undertaking learning activity in competition with other teams
- 85. Afterwards they reflect on the processes they were engaged in
- 86. Learning goals are decided collaboratively by the teacher and their group of students Content goals: e.g. Making choices (after Prensky, 2001). Activity goals: e.g. Skills, Judgement; Process, Procedures; Observation (after Prensky, 2001). Process goals: e.g. Analyse, Evaluate, Create (after Anderson and Krathwohl, 2001).Game 3: Pervasive game template: “Get Real!”
- 87. mobile Game Based Learning The phases of the competition are linked to Kolb’s (1984) learning cycle (simplified terminology: Race, 1994): ‘WANTING’: Planning a game to fit their own learning agenda. ‘DOING’: Engaging with a real world critical situation; investigating and proposing solutions. ‘FEEDBACK’: Using system feedback and peer feedback. ‘DIGESTING’: Reflecting in and on action (double loop learning, Argyris and Schön, 1976), i.e. reflectingGame 3: Pervasive game template: “Get Real!”
- 88. mobile Game Based LearningThe main element of the pervasive Digital Economy game system structure a back-end platform that enables communication via mobile phones sending, receiving automatically reacting to SMS and MMS, a mobile blog supervision and administration of the learning game. The group was assigned the following task: Form teams of six and register via SMS to the game Identify situations in the real world, where potentials of the digital economy are well or badly implemented, and describe them or make suggestions for improvements using messaging on their mobile phone. Also a mobile Blog was provided by the platform, where students could directly post pictures and explaining text to a dedicated game website
- 89. The game website was accessible by all participants and this way the results of the own and all other sub-groups could be constantly monitored.
- 90. The participants and lecturer could constantly monitor the activities of all groups via the gaming platform Game 3: Digital economy
- 91. mobile Game Based LearningGame 3: Digital economy
- 92. mobile Game Based LearningGame 3: Digital economy
- 93. mobile Game Based LearningThe students learned new facts across a range of curriculum subjects, as mGBL games can be cross-curricular new technology skills improved generic skills, especially teamwork and cooperation improved social skills, including self confidence Teachers believe that games do allow them to achieve their intended learning outcomes.
- 94. Students who do not respond well in the traditional classroom setting often emerged as positive and enthusiastic learners in the context of the games.
- 95. mGBL game templates provide a very good toolkit for emotional and playful learningConclusions
- 96. mobile Game Based Learning http://www.mg-bl.com/
- 99. http://www.evolaris.netThomas Putzevolaris next level GmbHHugo-Wolf-Gasse 8 -8aA-8010 GrazAustriathomas.putz@evolaris.netAdditional Information and Downloads
- 100. mobile Game Based LearningBack Up
- 101. The mGBL project consortium
- 102. mobile Game Based LearningGame 1: Hybrid quiz simulation game template: “Ahead of the Game”: Results from 137 students and 13 teachers
- 103. mobile Game Based LearningBelow are example games descriptors, from which Game authors can select.
- 104. mobile Game Based LearningReferences (1)Anderson, L.W. and Krathwohl, D.R. (Eds.) (2001). A taxonomy of learning,teaching, and assessment: A revision of Bloom's taxonomy of educationalobjectives. Longman, New York.Argyris, C. and Schön, D. (1978). Organizational learning: a theory of actionperspective. McGraw-Hill, New York.Bruner, J. (1973) Going Beyond the Information Given, Norton, New York; In:Kearsley (1996b); At: http://www.scarbvts.demon.co.uk/edmods.htmBelbin,R., M. (2003). Management Teams: Why They Succeed or Fail. Butterworth-Heinemann, 2ND ED edition, Oxford, UK.De Bono, E. (1967). New Think: The Use of Lateral Thinking in the Generationof New Ideas. Basic Books, New YorkGardner, H. (1983). Frames of Mind. Basic Books, New York.Kolb, D. A. (1984) Experiential Learning, Prentice-Hall, Inc., New Jersey.
- 105. mobile Game Based LearningReferences (2)Race, P. (1994) The Open Learning Handbook, Kogan Page, London.Prensky M (2001). Digital Game-based Learning. McGraw Hill, New York, USASEEQUEL project: www.education-observatories.net/seequelSkinner, B. F. (1948) Walden II, Macmillan, New York; In: Kolb, D.A. (1984)Experiential Learning, Prentice-Hall, Inc., New Jersey: 22, 34.Small, P. (2000). The Ultimate Game of Strategy. Pearson Books.com ISBN:027364999X. Draft chapters accessed at:http://www.stigmergicsystems.com/stig_v1/books/ugs/toc.html?818599Tolman, E.C. (1932) Purposive Behavior in Animals and Men, Appleton-Century-Crofts, New York, In: Kearsley, G. (1996i)Sign Learning: E. Tolman, At:http://www.lincoln.ac.nz/educ/tip/48.htmVygotsky, L.S. (1982) Problems in the theoryand history of psychology, Collected works, Vol. I, Plenum, New York, In: Cole andWertsch (1999) Beyond the Individual-Social Antimony in Discussions of Piaget andVygotsky; At: http://www.massey.ac.nz/~ALock/virtual/colevyg.htm