GAme-Based Rich Interactive Enhanced Learning

GABRIEL GAME-‐BASED RICH INTERACTIVE ENHANCED LEARNING
THE MISSING PIECE IN HIGHER EDUCATION Anne-‐Gaelle Colom Teaching Fellow ECS

Outline §  Aims of this talk §  Background
§  Game-‐based Learning §  Demonstration & Hands On §  Student Feedback §  Conclusions

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

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?

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)

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)

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

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

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

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

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

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

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

Student Usage w1-‐w5

Student Usage w1-‐w12

Student Feedback

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.”

Puzzle process Require-‐ ments from Lecturer
Puzzle Content and Media Create Learning Unit (code) Upload code to Web Server Students Consume Learning Unit

Who can help you build a puzzle? § 
Today: ME J §  Tomorrow: GABRIEL

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

Applying this teaching technique to your discipline

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

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

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

Thank you for listening -‐ Questions? §  Contact
Details: ú  Anne-‐Gaelle Colom ú  School of Electronics and Computer Science ú  Ext. 3853 ú  Email: [email protected] ú  Demo is available on the Google Apps site

GAme-Based Rich Interactive Enhanced Learning

GAme-Based Rich Interactive Enhanced Learning

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