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GAme-Based Rich Interactive Enhanced Learning

GAme-Based Rich Interactive Enhanced Learning

The missing piece in Higher Education


Anne-Gaelle Colom

June 24, 2010



      THE  MISSING  PIECE  IN  HIGHER  EDUCATION       Anne-­‐Gaelle  Colom   Teaching  Fellow   ECS  
  2. Outline   §  Aims  of  this  talk   §  Background

      §  Game-­‐based  Learning   §  Demonstration  &  Hands  On   §  Student  Feedback   §  Conclusions  
  3. Aims  of  this  talk   §  Introduction  to  Game-­‐Based  Learning

     (GBM)   §  Demonstrate  examples  of  game-­‐based   teaching  units  developed  and  used  in  ECS   (Level  4)   §  Raise  the  profile  of  the  GABRIEL  project  
  4. Background   Issues:   §  Some  students  fail  to  understand

     fundamental   concepts  and  are  too  afraid  to  ask  (especially  in   large  classes)   §  Some  students  fail  to  engage  with  their  studies   §  University  moving  towards   ú  student-­‐centered  learning   ú  technology  enhanced  learning     §  How  do  we  utilise  technology  to  help  address   these  issues?  
  5. Some  quotes…   §  “I  hear  and  I  forget.  I

     see  and  I  remember.  I  do   and  I  understand.”    Confucius.   §  “People  remember  20%  of  what  they  see,   40%  of  what  they  see  and  hear,  but  about   75%  of  what  they  see  and  hear  and  do   simultaneously”  (Lindstrom,  1994)  
  6. Learning   §  “Knowledge  and  Understanding  can  only  be  

    constructed  by  learners  themselves”  (Holzinger   2002)     §  “Students  consider  interactivity  extremely   important”  (Holzinger  &  Ebner  2003)     §  “Memorable  educational  experience  should  be   enriching  and  enjoyable”  (Shneiderman  1998)   §  Learning  is  an  active  process   §  Student  motivation  is  an  important  factor   §  “Carefully  designed  interactive  units  can  help  the   learning  process”  (Ebner  &  Holzinger  2007)  
  7. Game-­‐based  learning   §  Can  help  create  a  motivational  environment

      for  learning  and  make  the  activity  enjoyable   §  Essential  characteristics:   ú  Challenge   ú  Curiosity   ú  Reward   ú  Stimulation   §  Very  close  to  problem-­‐based  learning:  a   specific  problem  scenario  is  placed  within  a   play  framework  
  8. Game-­‐based  learning   §  Past  successes  in  Civil  Engineering  indicate*:

      ú  Students  need  to  be  motivated  to  play   ú  Game  has  to  be  useful  to  students   ú  Available  any  time  anywhere   ú  Short  play  time   ú  Competition     *   “Successful   Implementation   of   User-­‐Centered   Game   Based   Learning   in     Higher   Education:   An   Example   from   Civil   Engineering”,   Ebner   &   Holzinger,   Computers   and   Education,   November  2007  
  9. Games…  my  experience   §  First  hand-­‐held  games  console  

    (11-­‐15)   §  Computer  Games  (15-­‐17)   §  Nothing  for  15+  years  until….   Nintendo  DS   §  Wii   §  Facebook  games   §  iTouch   §  iPad    
  10. Games…  I’m  not  the  only  one   §  Colleagues  

    §  Children   §  Students   §  Research  indicates  that  one  of  the  barriers  for  the   adoption  of  game-­‐based  learning  is  the  narrow   demographic  of  traditional  games  players     §  However,  games  are  now  becoming  a  widely   accepted  medium  that  are  played  by  a  wide   demographic  of  people  due  to  several  factors   §  Computer  games  are  becoming  part  of  our  cultural     heritage  along  with  medium  such  as  cinema  and  an   art  form  in  its  own  right  
  11. Web-­‐based  approach   §  Readily  available  (anywhere  anytime)   § 

    Works  anywhere  with  internet  connection   ú  University  classroom/lab   ú  Student  home   ú  Halls  of  residence   ú  Internet  café   §  Students  can  play  at  their  own  pace  and  in  their   own  environment   §  Very  capable  in  terms  of  rich  user  interface  and   interactivity      
  12. Demo   §  Puzzles  used  with  Level  4  students  on

     Web   Technology  module     §  Taught  across  2  sites   §  Total  of  185  students   §  Demo1   §  Demo2   §  Demo3   §  Demo4   §  Demo5   §  Demo6   §  Demo7  
  13. Student  Consumption  (185  students)   Title   No.  Views  

    Time  spent   Puzzle  1   209   60h  36m   Puzzle  2   148   92h  33m   Colour  Puzzle   124   46h  16m   Puzzle  4   101   41h  43m   Total   582   241h  8m  
  14. Student  Usage  w1-­‐w5  

  15. Student  Usage  w1-­‐w12  

  16. Student  Usage  w1-­‐w12  

  17. Student  Feedback  

  18. Student  Feedback  

  19. Student  Feedback  

  20. Student  Feedback  

  21. Student  Feedback  

  22. Student  Feedback  

  23. Student  Feedback  

  24. Student  Feedback  

  25. Student  Feedback  

  26. Student  Feedback   §  “They  are  great  concept  to  enhance

     the  learning   experience  for  the  student”   §  “AMAZING!”   §  “I  really  enjoyed  them,  they  were  fun  and  helped   with  my  understanding”   §  “Overall  it  was  great  and  different  than  other   modules  a  new  technique  of  teaching  students   and  a  way  of  learning  independently  without   feeling  shy  to  ask  anyone  and  being  able  to  do   the  puzzle  and  enjoy  and  learn  at  the  same  time   in  their  own  time.”  
  27. Puzzle  process   Require-­‐ ments   from   Lecturer  

    Puzzle   Content   and   Media   Create   Learning   Unit   (code)   Upload   code  to   Web   Server   Students   Consume   Learning   Unit  
  28. Who  can  help  you  build  a   puzzle?   § 

    Today:    ME  J   §  Tomorrow:  GABRIEL  
  29. Who  is  Gabriel?   §  Project  Team:   ú  ECS:

     Anne-­‐Gaelle  Colom*,  Phil  Trwoga   ú  SSHL:  Catherine  Loveday*,  Richard  Hennebert   ú  LS:  Mark  Clements*,  Derek  Renshaw   ú  Software  Developer   §  Project  submitted  to  Westminster  Exchange  in  2010.   §  Outcome:  Not  successful   §  Reasons:     ú  “the  methodology  focused  on  development  ‘actions’,  rather  than   rationale  of  methods”   ú  “lacked  detail  on  student  participation”     *Teaching  Fellows  
  30. Applying  this  teaching   technique  to  your  discipline  

  31. Where  will  you  use  these   learning  units?   § 

    Sequences   ú  Chronological  events   ú  Processes   ú  State-­‐dependent  processes   ú  Spatial  problems   ú  1D  –  2D  ?  
  32. Where  will  you  use  these   learning  units?   § 

    Fill-­‐in  the  gap   ú  Definitions   ú  Sentences  with  gaps   ú  Ideal  for  languages   ú  Word  to  picture  association    
  33. Conclusions   §  I  have  developed  some  learning  units  that

      provide  students  with:   ú  Extra  support  for  fundamental  concepts   ú  Has  received  excellent  feedback  from  students   §  In  a  process  of  review  and  enhancement   §  Will  create  an  example  in  the  field  of  cognitive   science  this  summer   §  Our  goal  is  to  find  funding  for  this  project  and   develop  this  framework  to  make  it  easy  for   practitioners  to  develop  their  own  learning  units  
  34. Thank  you  for  listening  -­‐   Questions?   §  Contact

     Details:   ú  Anne-­‐Gaelle  Colom   ú  School  of  Electronics  and  Computer  Science   ú  Ext.  3853     ú  Email:  coloma@wmin.ac.uk   ú  Demo  is  available  on  the  Google  Apps  site