serious gaming, gamification and game making: …...gamification 4-6/12/2013 online educa 9 defining...
TRANSCRIPT
Serious Gaming, Gamification and
Game making:
new avenues towards learning
innovation?
Michela Ott
Istituto Tecnologie Didattiche
Consiglio Nazionale delle Ricerche
Framing the concept of
Learning Innovation
Following OECD- CERI* Learning innovation should be regarded as:
“any dynamic change intended to add value to the
educational process and resulting in measurable
outcomes, be that in terms of stakeholders satisfaction
or educational performance”
*OECD/CERI (2010) Inspired by Technology, Driven by Pedagogy: a systemic approach to technology-based school innovations, educational research and innovation (Paris,
OECD Publishing). 4-6/12/2013 Online Educa 2
Framing the concept of
Learning Innovation
New tools
New approaches
Learning innovation
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Learning more…
Learning more easily…
Learning more in depth…
X Y
Z
Change Observable outcomes
New tools = Games
Games of different types
(role play, virtual worlds, exercises,
simulations…)
used in combination with
A variety of (new) Educational Approaches
(collaboration, discovery learning, learning by
doing, problem solving…)
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3 different experiences
in game-based learning
Serious Gaming LOGIVALI [Italian national project]
Gamification
eSG [LLP- Erasmus FEXI]
Game making MAGICAL [LLP- KA3]
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Serious Gaming
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Defining Serious Gaming
Serious Gaming
The project LOGIVALI
The games adopted (puzzles, brain teasers, mind games)
The objective trigger and sustain reasoning and problem solving abilities
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Serious Gaming
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The results
Gamification
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Defining Gamification
Gamification is the use of game design elements in non-game contexts.
Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke (2011).
From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference. pp. 9–15
In the field of education, gamification is used in applications and processes to improve learning
Bellotti F., Berta R., De Gloria A., Lavagnino E., Dagnino F., Ott M., Romero M., Usart M., Mayer I. S., "Designing a Course for Stimulating Entrepreneurship in Higher Education
through Serious Games", 4th Int.l Conference on Games and Virtual Worlds for Serious Applications, VS-Games 2012, Genova, October 2012.
Gamification
The project eSG (stimulating Entrpreneurship through Serious Games)
The games adopted (Business Games)
The objective
Supporting the development of entrepreneurial mindset and develop some related skills
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Gamification
The results
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Game Making
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Defining Game Making
Game making refers to the design, development & implementation of digital games
In the field of education, game making is adopted as an educational strategy where students are engaged in building (instead of simply using) digital games
Kiili K., Kiili C., Ott M. and Jönkkäri T. (2012)Towards Creative Pedagogy: Empowering Students to Develop Games proceedings ECGBL 2012 Academic Conferences
.
Game Making
The project MAGICAL (LLP-KA3)
The games adopted (built on purpose game environment MAGOS)
The objective support the development of children’s ICT Literacy + transversal skills + creativity
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Game Making
entailed abilities
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Adapted fromVoogt, J. & Pareja Roblin, N. (2010). 21st Century Skills – Discussion Paper. Enschede (The Netherlands): University of Twente. Retrieved 25 July 2012 from http://onderzoek.kennisnet.nl/onderzoeken-totaal/21stecentury
Game Making
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The results
Game Making
entailed abilities
In particular:
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Designing and building games means possessing:
• all those abilities required to reach the solution during the traditional playing sessions (problem solving)
• the ability to embed them
effectively within a specific game format (critical thinking)
Game Making
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The MAGICAL results
X= increased motivation and engagement Y= enhancement of collaborative attitudes Z= space and support for personal and group creativity
Concluding…
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Learning Innovation
Game Making
Serious Gaming
Gam..
ification
Game-based learning
REFERENCES
• Bottino, R. M., Ott, M., & Tavella, M. (2008). The impact of mind game playing on children's reasoning abilities: reflections
from an experience. In: Proceedings of the 2nd European Conference on game based learning (ECGBL), (pp.51-57)
Academic Conferences-Academic Publishing International, Reading, UK
• Bottino, R. M., Ott, M., & Benigno, V. (2009) Digital mind games: experience-based reflections on design and interface
features supporting the development of reasoning skills In Pivec, M (ed.) Proceedings of the 3rd European Conference on
game based learning (ECGBL) pp. 53-61. Academic Conferences-Academic Publishing International, Reading, UK
• F. Bellotti, R. Berta, A. De Gloria, E. Lavagnino, F. Dagnino, M. Ott, M. Romero, M. Usart, I.S. Mayer (2012) Designing a
Course for Stimulating Entrepreneurship in Higher Education through Serious Games. Procedia Computer Science, Volume
15, pp. 174-186.
• Bellotti, F.; Berta, R.; De Gloria, A.; Lavagnino, E.; Dagnino, F.M.; Antonaci, A.; Ott, M. (2013). A Gamified Short Course for
Promoting Entrepreneurship among ICT Engineering Students. Advanced Learning Technologies (ICALT), 2013 IEEE 13th
International Conference. pp.31,32.
• Bottino, R. M., Earp, J., & Ott, M. (2012). MAGICAL: Collaborative Game Building as a Means to Foster Reasoning Abilities
and Creativity. In Advanced Learning Technologies (ICALT), 2012 IEEE 12th International Conference (pp. 744-745). IEEE.
• Bermingham S, Charlier N., Dagnino F.M., Duggan J., Earp J., Kiili K., Luts E., Van Der Stock L., Whitten N. (2013),
Approaches to Collaborative Game making for fostering 21° Century skills In: Carlos Vaz de Carvalho, Paula Escudeiro,
Proceedings of the 7th European Conference on Games-Based Learning, 8, Academic Publishing International, Reading
(Regno Unito),
• Earp J. , Dagnino F. , Ott M. (2012). Investigating the “MAGICAL” effects of game building on the development of the 21st
Century Skills. ICERI2012 Proceedings, pp. 57
• Ott, M., & Pozzi, F. (2012). Digital games as creativity enablers for children. Behaviour & Information Technology, 31(10),
1011-1019.
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