1

1

The Learning Outcome from the Commercial Video Game Europa Universalis II

Ass. Professor Simon Egenfeldt-NielsenPsychologist, PhD

IT-University Copenhagen

1st November 2005

Serious Games Summit Washington“…develop games which contain advanced content, operate according to sound pedagogical principles, enable classroom customisation, and create real excitement within the core game market”

- Henry Jenkins

"I have never seen a good educational game. It's crap for 30 years."

- Brenda Laurel

2

2

Agenda

1. The mission

2. The field

3. The empirical study

4. A theory

5. Future challenges

3

3

Approach

Educational computer games extending from the following key elements: experience-based, engagement, educational quality, safe environment, student autonomy and investment

Exploring alternatives to the current thinking manifested in edutainment

titles

4

4

Agenda

1. The mission

2. The field

3. The empirical study

4. A theory

5. Future challenges

5

5

Early years of educational gamesMilitary and business long traditon for educational use of games with formal use reaching back to 19th century.

Simulation & Games a strong research tradition dating back to 1950s: Relies on experiential learning, conscious of barriers, efficiency, and assesment problems.

Educational media influences in direction of edutainment with motivation becoming most important. Problems today shared with educational media since start of 20th century: Low culture, short-sighted products, technical problems, copyright issues, subsidies and balance between commercial industry and educators.

The 1980s see more experimental titles especally Oregeon Trail, Rocky Boots and Lemonade Stand that are not as such edutainment. Up through the late 1980s edutainment kicks in, and in 1990s they are ruling the waves.

6

6

What is edutainment Little intrinsic motivation: Edutainment relies more on

extrinsic motivation through rewards, rather than intrinsic motivation.

No integrated learning experience: Edutainment lacks integration of the learning experience with playing experience, which leads to the learning becoming subordinated the stronger play experience.

No teacher presence: Edutainment never makes any demands on teachers or parents.

Drill-and-practice learning principles: Learning principles in edutainment rely on drill-and-practice rather than understanding – training above learning.

Simple gameplay: Most edutainment titles are built on a simple gameplay often from classic arcade titles or a simple adventure game.

Small budgets: Edutainment titles are often produced on relatively limited budgets with less than state-of-the-art technology.

7

7

Edutainment crisis

US edutainment revenue

0

100

200

300

400

500

600

1999 2000 2001 2002

Year

Mio $

And it has gotten worse in 2005

8

8

Research on educational games

1970s 1980s 1990s 2000s

Instructional technology

Math games

Adventure games

Edutainment

Health-related games

Cognitive skills

Constructionism

Research in different areas focusing on educational use of computer games

Media education

Socio-cultural approach

9

9

Research on educational games

We can certainly say that you learn from computer games but the support for saying something more valuable is weak. The current studies do in most instances not compare computer games with other teaching styles, which is really the ultimate test. This would support necessary extra investment on a larger scale in the area. (See Jan Cannon-Bowers excellent talk for more)

Method flaws are severe - sample selection, exposure, tests etc.

A Few examples:

Sample Subject Learning outcome

Wiebe & Martin (1994) 109 Geo. They find that there is no difference in learning geography facts and attitudes between computer games and teaching activities not involving a computer.

Sedighian and Sedighian (1996)

200 Math The learning outcome is critically affected by teachers’ integration of computer games and traditional teaching, but computer games prove highly effective.

Thomas (1997) 211 Sex. Students learn from playing the computer game both on specific knowledge items and in self-efficacy.

Adams (1998) 46 Geo. Computer games increase motivation and teach students about the role of urban planners

10

10

Agenda

1. The mission

2. The field

3. The empirical study

4. A theory

5. Future challenges

11

11

The research set-up

Purpose1. Can computer games play a part in fulfilling the purpose of history

teaching in secondary school (age 15-19 years). Can computer games work within the current educational setting, the existing teaching practice, and the existing understanding of learning.

2. Examine the characteristics of educational use of computer games in general. The findings especially address issues related to strategy and simulations. The results also have a stronger relevance for social studies than other subjects.

Sample 72 Students, 15-19 years old, both genders Middle/upper-class, sub-urbanComputer literate

Qualitative and quantitative methods A variety of method problems like sampling, incomplete data,

researcher role.

12

12

Overview of study

Background survey

Factual post-test

Factual Retention-test

Course Start Course finish Five months after course finished

Evaluation survey

Observations/logbooks

Teacher interviews

Student interviews

13

13

Interesting because: Historical universe, complex model, relevant problems & choices.

The Game

14

14

The Course

Introduction: Denmark a small manageable country to learn game

Follow up: Follow up on technical problem/installing game at home

Scenario 1: Play Denmark with an aggressive approach.

Scenario 2: Play England/France/Spain with a careful approach

Scenario 3: Play England/France/Spain with a balanced approach

Scenario 4: Play a country of your own choice with any strategy

Playing the computer game and parallel with this jotting down.

Reflecting and discussing the game experiences in groups

Teacher talk on related topic based on the history text book.

(last step is where history teaching is still 95% of the time)

15

15

Different Groups

Give up: This group within the first two weeks gave up on the game, and hence the course in general few resources. Some did not see the relevance of this course due to the nature of computer games. Critique of the game was also a defense of own position in history.

Upwardly mobile: Mostly boys that knew and liked games but rarely excelled in school. Liked history in general but less likening for history in school. Lacked the historical background information and academic ability to engage with the game from a historical perspective.

Runners-up: Were able to learn the game through a lot of work. Positive towards the game but never really got beyond seeing it lacking in facts. They never had the energy to engage with it more reflectively.

High achievers: Generally boys that knew games, liked history, and had surplus of energy in school. Able to approach the game from an abstract perspective not limiting themselves to the game’s facts/diversions from history.

Gender, academic ability, attitude, history knowledge, and game knowledge.

16

16

Practical barriers

The educational setting Time, space, expectations, technical

The preparation phaseMaterial, installing, learning game, combining teaching modes.

Learning the gameTutorials, freedom vs. regulation, competence gaps, homework

Tools for reflecting on the gameSaved games, discuss around game, maps, extra material.

The teachers roleKnow games, prepare specifically for game, just-in-time lectures, commitment, teaching approach

17

17

Teaching with games

Recognizing games as learningGames position, understanding of history, balancing play (deep/social) vs. learning, pop-ups failure.

Transfer problemDifferent context, history understanding, background information, teacher approach

Cross-curriculumHistory, Geography, English, Danish, Media.

Fight on history understanding Fact obsession, emerging academic identity, games cultural position.

18

18

Learning from the gameLearn the same but better retention Less information, more exposure, hard to measure!

Learning outcome

46.0

43.0

39.0

42.0

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0

Factual post-test Factual retention test

Control

Experimental

19

19

Content, engagement & TeachingSomewhat bad

Neither good or bad

Somewhat good

Total

Experimental

Count% of group

6

25%

11

46%

7

29%

24

100%

Control Count% of group

4

16%

5

20%

16

64%

25

100%

Somewhat bad

Neither good or bad

Somewhat good

Total

Experimental

Count% of group

2

8%

8

33%

14

58%

24

100%

Control Count% of group

6

24%

11

44%

8

32%

25

100%

Somewhat bad

Neither good or bad

Somewhat good

Total

Experimental

Count% of group

3

12,5%

10

41,7%

11

45,8%

24

100%

Control Count% of group

10

40%

7

28%

8

32%

25

100%

Engagement (sign. 0,129)

Content (sign. 0,046)

Teaching (sign. 0,093)

20

20

Findings: Learning from the gameMost important factors for intrinsic motivation are higher for game group.

Variable Group Mean Sign. (2-tailed)

Interest/Enjoyment Control

Experimental

4,2

3,5 0,048

Perceived competence Control

Experimental

4,1

4,5 0,312

Perceived choice Control

Experimental

4,4

3,3 0,006

Pressure/tension Control

Experimental

2,1

2,8 0,022

21

21

Agenda:

1. The mission

2. The field

3. The empirical study

4. A theory

5. Future challenges

22

22

Basic foundation for education

Student relevance (Builds engagement and investment)- Linking with experience•Autonomy•Modality•Safety•Challenge

Educational (requires instruction)- Linking the right experience•Points forward ‘desirable direction’•Support desire to learn•Match curriculum

}

} Computer games do not necessarily support these features but they may be integrated

Computer games support these features quite naturally

The linking of these two parts is hard

23

23

Educational use of computer games

Game

Experience

Spontaneous concepts

Scientific concepts

• Autonomy / Choice

• Modality (Audiovisual)

• Safety through play

• Challenging

Relevance

Investment in activity

Instruction

Educational

Active experimentation

Concrete Experience

Abstract concepts

Reflective observation/

Player perspective

Student perspective

Engagement

Investment in activity

• Appreciation

• Exploration

• Linking

• Points forward

• Curriculum

• Desire to learn

• Doing

• Applying

• Probing

24

24

Agenda

1. The mission

2. The field

3. The empirical study

4. A theory

5. Future challenges

25

25

What would it take: A different courseFull package of teacher talks, playing, group discussions, plenum discussions and tailored background material.

Cross-disciplinary, project-based & closeness between working forms

Teacher preparation and game skills, hardware situation, support, easier install and update (server)

Specific titles: more overlap between game actions, winning and learning if we are to learn policy then make policy decisions but do it in an interesting, safe, rich universe, that you are engaged in, and get feedback on your actions.

Instruction most be relevant for playing the game and playing the game most be relevant for instruction.

26

26

Next generation serious games based on commercial game technology. Creating a prototype to explore design, development and use.

Involves IT-University Copenhagen, Over The Edge, EA Europe, Alinea, UN Association, a number of schools and several content experts.

Vision

Create computer games with an

agenda beyond entertainment

Serious Games Interactive

27

27

Global Conflicts: Middle East Ingame Screendumps

28

28

Learning approach

Experiential learning: Concrete to abstract Features: Audiovisual, safety, challenge,

interaction, feedback Strong game universe: Compelling,

realistic, engaging

29

29

Teaching

Integrated teaching approach: Game,

background material, teacher's manual, primary

sources and encyclopedia Subjects: History, citizenship, geography,

English, religion (Cross-disciplinary) Other skills: Problem-solving, critical thinking,

ICT

30

30

Slides at http://www.itu.dk/people/sen

sen@itu.dk

Links:www.itu.dk/people/sen (personal web-site)www.seriousgames.dk (company web-site)www.game-research.com (game research web-site)www.seriousplaying.org (serious game research web-site)

Contact