Øystein JohannessenDeputy Director General

Computer Games as LearningOslo, 21042008

Computer Games, Curriculum and Educational

Policy

2 Norwegian Ministry of Education and Research

Issues

• ICT: Home use rules• Games and Learning: The Knowledge

Base• Games and the Curriculum• The Road Ahead: Bumpin’ or Cruisin’?• Documentation and references

– www.slideshare.net/oysteinj – http://Oysteinj.typepad.com

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Improving our understanding of NML by gathering evidence

3

Cognitive skills development

Social values and lifestyles

Learning expectations

Educational achievement

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Q2: How long have you been using computers?

400

420

440

460

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500

520

540

560

580

600

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Canada Denmark Finland Germany Iceland NewZealand

Norway Sweden OECDAverage

PISA

sco

re

less than 1year

from 1 to 3 year

from 3 to 5 year

5 years or more

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PISA 2006: Q3a - How often do you use a computer at home?

Use of PC at home - science

400

420

440

460

480

500

520

540

560

580

Rare/no use Moderate use Frequent use

PIS

A s

co

re

Canada

Denmark

Finland

Iceland

New Zealand

Norway

Sweden

OECD Average

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Games and Learning: The Knowledge Base

• Teaching with Games (Futurelab 2006): Structural issues and teachers’ ability to link curriculum and games.

• The Byron Review (2008): – Potential benefit from games in learning.

However, further research is needed– Several barriers to integration of games in

teaching and learning • Games, violence and gender:

– Games can increase aggressive thoughts, feelings and behaviors

– People can separate fantasy from reality– Gender: Women stereotyped and

objectified in some cases (Dill, 2007)

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PISA 2006: Patterns of use

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Play Games

0

10

20

30

40Finland

Korea

Netherlands

Canada

Japan

New Zealand

Australia

Denmark

Iceland

Austria

Germany

Sweden

OECD Average

Norway

Almost every day

Once or twice a week

Few times a month

Once a month or less

Never

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Play games

470

490

510

530

550

570

Korea

Finlan

d

Nethe

rland

s

New Z

eala

nd

Canad

a

Austra

lia

Japa

n

Germ

any

Icelan

d

Sweden

Denm

ark

Austri

a

Norway

OECD Ave

rage

PIS

A s

co

re

Almost every day

Country PISA score

Once or twice a week

Few times a month

Once a month or less

Never

NB: Not adjusted for SES

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Games and the Curriculum

• The Byon Review (2008):– Games can support learning in subjects

such as science, engineering, English and history

– Games can act as environments for complex problem solving, supporting concentrated attention and for exploring imaginary worlds

• Norwegian Curriculum (Kunnskapsløftet)– Digital skills are embedded in all subject

curricula– Several competence goals enable the use

of games

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Balancing games and curriculum(Emerging Technologies for Learning II, 2007)

Strategy game for problem-solving skills

Games with e.g. simulationenvironment for physic to create theme parks etc

Mismatch game intentionand learning. Games as

”activity only”

Games as rewardand entertainment

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The Road Ahead: Cruisin’ or Bumpin’?

• Need to focus on both learning outcomes as well as on creativity, collaboration and communication issues

• Strengthen knowledge base through e.g. testbed research and knowledge dissemination

• Engage teachers through practical examples. Roadmap approach – from testbed to practice

• Dialogue with gaming industry?• Increased use of games in learning must not

reinforce SES or gender differences.

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Thank you for listening

Lenke til video

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References

• Trygg Bruk-undersøkelsen 2008• The New Millenium Learners Project (OECD)

– Expert Meeting on Videogames and Education

• Futurelab 2006: Teaching with Games• The Byron Review• Becta: Emerging Technologies for Learning II

(2007)• Karen Dill 2007: The Influence of Video Games

on Youth: Implications for Learning in the New Millennium