wsh game based learning - ssg.gov.sg · motivation a national, strategic and long-term approach is...
TRANSCRIPT
OUTLINE
Introduction
Motivation
Approach & Methodology
Discussion & Conclusion
INTRODUCTION
INSTITUTE FOR ADULT LEARNING (IAL)
SINGAPORE POLYTECHNIC
MOTIVATION
MOTIVATION
MOTIVATION
A national, strategic and long-term approach is vital for Singapore to achieve sustained and continuous improvement in WSH standards.
WSH 2018 spells out our national vision, the strategic outcomes and the strategies required to achieve the 2018 vision. It aims to synergise the efforts and resources of all stakeholders to achieve: The vision of "A safe and healthy workplace for everyone”
“A country renowned for the best practices in workplace safety and health" and
One of the best safety records in the world by bringing down the national fatality rate to less than 1.8 per 100,000 workers by 2018.
MOTIVATION
Use Games Based Learning (GBL) as a tool to enhance Work Safety and Health training courses
What is Games Based Learning?Using computer simulations and computer
games to deliver content, and interact with the learner
WHY GAME-BASED LEARNING?
Situated learning within a realistic environment (simulated) instead of the classroom. This is important for WSH, as realistics settings are difficult to obtain (e.g. for site visit). They may be too dangerous to attempt to replicate in the classroom (e.g. explosive, CO2 concentration in confined spaces)
Interactivity increases engagement. Adults prefer to learn by solving problems related to their actual work environments. WSH training is not delivered just as facts and theory for learners to absorb passively; but, the game presents “puzzles” for the learner to solve.
Aligned to learning outcomes. This distinguishes Games Based Learning from entertainment.
Safe environment to fail. You can die many times in the game, but not in real life.
WHY GAME-BASED LEARNING?
Iran chess set 12th centuryWeiqi or Go (since Zhoudynasty 1000 BC)
Xiangqi (since Warring states period 1BC)
Ming dynasty playingcard 1400 AD
Koi-Koi with Japan flower playing cards
Mahjong
Luk FuHakka playing cards
Congkak
WHY GAME-BASED LEARNING?
http://en.wikipedia.org/wiki/Kriegsspiel_(wargame)
Kriegsspiel, from the German word for wargame, was a system used for training officers in the Prussian army
Reiswitz' system for simulating war was initially based around a specially designed table which he created for his King Friedrich Wilhelm III.
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
EXAMPLES OF GBL FOR ADULT LEARNING
APPROACH & METHODOLOGY
APPROACH & METHODOLOGY
Key Challenges• Lack of suitable “off-the-shelf” games
• High costs of custom development for each WSH games
• Highly skilled programmers & digital artists needed to develop the games
• Instructors unfamiliar with games based learning
• How to ensure that learners are learning the desired content and not learning to “succeed” in the game (gaming the system)
APPROACH & METHODOLOGY
Make GBL as easy as PowerpointoEmpower the WSH instructors to be able to create the games
oSimple enough for non-programmers to create game content
oFlexible enough to cover the educational outcomes required
Design Based Research Methodology
APPROACH
Align game design with learning outcomes
Lesson Outcomes Spot-the-
X
Branching
Story
Custom
Objects
Row
Score
1 Identify WSH hazards 2 1 2 5
1.1 New installations 3 1 3 7
1.2 Inspection and Observation 4 1 0 5
2 Assess WSH risks 0 1 0 1
2.1 Plan and prepare 0 2 0 2
METHODOLOGY
Design Based Research Methodology Proposed for learning sciences because of the complex systems being studied.
http://www.designbasedresearch.org/
Human subjects are not easily “divided into” distinct variables
Iterative
designing, studying, and refining rich, theory-based innovations in realistic classroom environments
Focus on interactions
Not isolation of experiment variables
Not passive observation of ethnography
REAPSG: SPOT THE HAZARD
APPROACH AND METHODOLOGY
APPROACH AND METHODOLOGY
REAPSG: BRANCHING STORY
DEMO
3 minute video clip of the REAPSG
DISCUSSION & CONCLUSION
DISCUSSION
Deploying the game client program encountered some problems Unable to install Unity3D plug-in on some school computers (security policy)
Older PCs with no graphics accelerator
Unable to install software on some instructor laptops because campus computer security that does not allow instructors to have administrator rights (security policy)
“Game based learning” must be complemented by “Game based teaching” Unfamiliar with usage of games in their pedagogy
Needed to incentivise creation of game scenarios
RELATED WORKS
Vocational Education & Training (VET) games, Victoria University, Australia White Card Game ( http://research.vu.edu.au/wp/2013/03/vocational-education-on-
virtual-construction-sites-march-2013/ )
Lab Safe Game ( http://www.youtube.com/watch?v=7U89jFGYlQg )
‘Haphazard’, a game developed by the Health and Safety Authority in Ireland Haphazard ( http://www.hsasafetygame.ie/ )
CONCLUSION AND FUTURE WORKS
The REAPSG allows us to deploy games based learning for WSH across a number of industry sectors (starting with construction)
Browser-based games may not be feasible in campus setting because of security requirements and insufficient hardware. We have to select suitable lab venue with appropriate hardware.
Standard laptops issued to WSH instructors may not have sufficient hardware to support creation of games based learning content. Security constrains make it difficult to install new software on instructor laptops.
For future works, we would want to include an assessment component in the REAPSG platform. Our current focus is on content delivery, but there has been some feedback from instructors that they would like to see an assessment component in the platform.
