the project "mobile game based learning" (by thomas putz)

THE PROJECT “MOBILE GAME BASED LEARNING”

Thomas Putz, October 2010

UNESCO Chair in e-Learning VII International Seminar: Mobile Technologies for Learning and Development

OCTOBER 6-7, 2010 BARCELONA

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> The FP6-Project: mobile Game-Based Learning (mGBL)

> The mGBL platform

> 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 Downloads

Agenda

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Who is evolaris next level?

> evolaris is an independent research and development organisation for interactive media.

> evolaris works in a dense network of leading business- and research-partners on the basis of sustainable cooperation contracts.

> 25 employees in Graz and Vienna

Vision

We 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.

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> was coordinated by evolaris

> involved 30+ researchers

> from 11 project partners

> in 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia)

> used nearly 600 person-moths resources

> with a budget of 2.5 Mio EUR

> was supported by the EU under the FP6 IST.

The Project mobile Game-Based Learning

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> improve the effectiveness and efficiency of learning in the target group young people (aged 16 – 24)

> develop innovative learning models based on mobile serious games

> develop a classification system with learning goals, content and target groups

> use the mobile phone to establish the link between learners and teachers

> implement games bridging the real and virtual worlds

> design, develop and pilot a prototype game platform

> design, develop and pilot different prototype multimedia learning games

The Aims

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> 32 deliverables

> software tool for supporting the selection of mLearning games

> 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

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The platform

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The platform

Database

SMS, MMS

Session Management

UI L ibraries

Security

Web Interface

Session Management

UI L ibraries

Security

Web Interface

Receiver

Sender

AsynchronousCommunication

Message Queue

Dispatcher

O/R MappingO/R Mapping

User Management

Reporting

Mobile Deployment

Logging

Web Browser

PC Client

GameAuthoring

InteractionProcessing

Mobile Device

WAP Browser SMS / MMS

Download Tool Games

J2E

E S

erv

er

Game Management

GameStyle

Selection

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The platform

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>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

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mobile Game Based Learning

> game templates

> Game 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-user

> Game Model 3 ‘Get real!’:– Pervasive game; supporting collaborative project work; – phone as conversation mind tool.

The game templates

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> Do: include games geared around real life communication – fulfil social needs

>Do: use tried and trusted pedagogy – social-constructivist - usercentric

>Don’t: port P.C. style games to mobile

>Don’t: focus on learning content

>Do: use generic processes

>Do: focus on lifelong learning

>Do: make it fun

Key recommendations for mGBL developers

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>Delivery vehicle - mobile phone (not PDA or mobile gaming device).

> Create GAMES first and foremost - learning content mapped to game style, embedded naturally in the game.

> Modular game design; customisable games - tools for users.

> Attention to speed, level of difficulty, timing and feedback.

>Variety in game context & complexity - novelty, surprise, humour.

>Keep user costs down - limited use of graphics to accommodate different learning styles - restricted use of sound files.

> Cater for learner diversity with a ‘package’ of different Game Models.

Key mGBL game design decisions

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> Different learning preferences and intelligences (e.g. Gardner, 1983)

>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:

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Supported Mobile Devices (1)

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Supported Mobile Devices (2)

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> A hybrid game, consisting of 2 components

> first, knowledge is tested> then there are opportunities to deal with challenges in simulated crisis situation

> An aspect of the learning game is the stimulation of learning through activity

> Aimed at training of the decision-making capabilities

> cognitive level - Fastest First! > emotional level - Crisis!

> Players are forced to make their decisions quickly

> in Fastest First!, because only the fastest have a chance to reach the next level> in Crisis!, because the situation rapidly deteriorates without appropriate

interventions

Game 1: Hybrid quiz simulation game template: “Ahead of the Game”

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> 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

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1. Introduction of Topic 2. Question-Answer Card

3. Immediate Feedback on Correctness of Answer

4. Summary at End of Game Level



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> The player is confronted with a scenario where there are 4 critical cases to deal with.

> Decision-making opportunities are sequenced as follows:

> Prioritise 1 of 4 critical cases – then deal with your prioritised case: select 1 of 2 treatments.

> 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

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Game 1: The Crisis! Question sequence

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> 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”

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Game 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

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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

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> The different ‘events’ supported:

> Quiz: a text and one or more options to choose from

> 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

> Conditional decision tree: similar to Decision Tree, but some of the possible choices are available and visible to the player only under particular conditions

> Simple: text message that can be used as a ‘leaf’ of a decision tree or as a simple random event

> 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

> Set internal variables value: The game holds an internal array. This can be used as a sort of ‘state machine’ for complex event correlations

> ‘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

> Null event: game contents logic may require an ‘empty’ event

> Game Over: event overriding the normal ‘game-over’ rules


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> A wide range of game styles can be covered by the engine, some examples include:

> Quiz game: using ‘permanent’ event-sprites linked each to a long list of random quizzes regarding various topics

> Exploration: use of ‘fog of war’ and visible or hidden obstacles/borders can allow creation of labyrinth games for exploration

> 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

> 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

> 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 accordingly


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> A server side game

> Supports curriculum delivery

> Games with parts of real world problem finding and problem solving

> Games are highly collaborative

> 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, collaboration> tacit & ambient learning> inquiry-based learning

Game 3: Pervasive game template: “Get Real!”

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> Teams of learners engage and re-engage with a real world critical situation

> Planning and undertaking learning activity in competition with other teams

> Afterwards they reflect on the processes they were engaged in

> 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).


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> 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. reflecting


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>The 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

> 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.

>The participants and lecturer could constantly monitor the activities of all groups via the gaming platform

Game 3: Digital economy

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> The 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.

> Students who do not respond well in the traditional classroom setting often emerged as positive and enthusiastic learners in the context of the games.

> mGBL game templates provide a very good toolkit for emotional and playful learning

Conclusions

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> http://www.mg-bl.com/

> http://mgbl.sourceforge.net/

> http://sourceforge.net/projects/mogabal-mgbl/

> http://www.evolaris.net

Thomas Putz

evolaris next level GmbH

Hugo-Wolf-Gasse 8 -8a

A-8010 Graz

Austria

[email protected]

Additional Information and Downloads

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Back Up

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The mGBL project consortium

Participant name (acronym) Country Project role

evolaris next level GmbH(evolaris)

AT

Co-ordinator + developer

Verein Schul- und Ausbildungsberatung(SAB)

Educational & vocational advice expertise

Research Studios Austria Forschungsgesellschaft mbH (ARC) Developer

spoon next level technology GmbH(spoon)

Developer

Anglia Ruskin University - Inspire(ARU) UK

Pedagogy & learning model expertise

(University of Rijeka - Faculty of Maritime Studies (PFRI)

HR

Pedagogy & learning model expertise

University of Rijeka - Faculty of Arts and Sciences (FFRI) Pedagogy & learning model expertise

University of Trieste - Faculty of Electrical and Electronics Engineering (TRIESTE)

IT

Developer

ASTER – Societa Consortile per Azioni(ASTER)


University of Marburg - Faculty of Organizational Sciences (UM)

SI

Developer

Andragoski zavod Maribor – Ljudska univerza(AZM-LU)


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Game Characteristics Students Teachers

user friendliness 32% sufficient90% sufficient, 40% of which

excellent

usefulness of information 26% good, 23% sufficient30% excellent, 30% good, 20%

sufficient

appeal 25% sufficient 20% excellent, 40% good

interface 21% good, 24% sufficient60% good, 20% sufficient, 20%

poor

clearness of objectives 23% good, 22% sufficient30% excellent, 30% good, 10%

sufficient

enjoyment 24% sufficient, 19% poor25% excellent, 40% good, 30%

sufficient

Game 1: Hybrid quiz simulation game template: “Ahead of the Game”: Results from 137 students and 13 teachers

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Below are example games descriptors, from which Game authors can select.

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References (1)

Anderson, L.W. and Krathwohl, D.R. (Eds.) (2001). A taxonomy of learning,

teaching, and assessment: A revision of Bloom's taxonomy of educational

objectives. Longman, New York.

Argyris, C. and Schön, D. (1978). Organizational learning: a theory of action

perspective. 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 Generation

of New Ideas. Basic Books, New York

Gardner, H. (1983). Frames of Mind. Basic Books, New York.

Kolb, D. A. (1984) Experiential Learning, Prentice-Hall, Inc., New Jersey.

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References (2)

Race, P. (1994) The Open Learning Handbook, Kogan Page, London.

Prensky M (2001). Digital Game-based Learning. McGraw Hill, New York, USA

SEEQUEL project: www.education-observatories.net/seequel

Skinner, 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?818599

Tolman, 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 theory

and history of psychology, Collected works, Vol. I, Plenum, New York, In: Cole and

Wertsch (1999) Beyond the Individual-Social Antimony in Discussions of Piaget and

Vygotsky; At: http://www.massey.ac.nz/~ALock/virtual/colevyg.htm

the project "mobile game based learning" (by thomas putz)

Education

game game

game templates game

games game

mogabal game

hybrid game

game style

game templates nr

board game template