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Roland Hallmeier & Sonia Hetzner Innovation in Learning Institute University of Erlangen-Nuremberg (Serious) Games and Learning
Willi will卒s wissen: Bei den Wikingern Virtuelles Training f端r Polizeieinsatzkr辰fte The Skillz
Serious Games  Any meaningful use of  computerized  game/game industry resources whose  chief  mission is not entertainment (Ben Sawyer) Application in: Education Military Health Training Scientific Simulations Advertisment
America卒s Army Darfur Is Dying PEPSI Invaders (1983)
Effects of Games on Learning Aldrich (2009): Playing games is the most natural form of learning Playing always means learning Motivation Extrinsic (Medals, Highscores) Intrinsic (Flow state) Fromme (2006): Computer games as instance of informal competence develoopment Cognitive effects: spatial perception, visually keeping track of several things at once, ability for inductive learning
Triage Trainer, Blitz Games
Diablo 2, Blizzard Games
Important factors Defined aims and frame for possible actions Balance between skills and challenges Gradually increasing difficulty level Immediate feedback: self-efficacy
Context for knowledge transfer Knowledge is only useful in a context, games (virtual worlds) can map this context Simulations of real situations Active participation in knowledge acquisition Training in an environment that allows making mistakes
EU-Project e-vita 4 Serious Games in 7 languages Lifelong Learning Program  KA3 -ICT November 2008-Oktober 2010 7 countries: DE, IT, GR, UK, PL, PT, ES
Developing an innovative method to  promote knowledge transfer between generations Seniors tell stories Young people play games
Aims of the project  Storytelling    Storyboards    Serious Games Intergenerational learning  Game-based Learning Application of games in formal and informal education/training Combination of Game-Based Learning and Storytelling as innovative learning method
Research questions How can knowledge contained in narratives be transferred to other generations?  How can stories be transposed to game plots?  Interaktivity  Involving the user
Stories Weblog Games Ca. 80 entries in 7 languages
Serious Games Combination of playing and learning for increased motivation and engagement Simulation of situations from real life Transfer of experiential knowledge Players can experience different aspects of one situation Balance between pedagogic intention and fun
Intergenerational learning Transfer of implicit knowledge Knowledge transfer from one generation to the other Applicable in organisational contexts (e.g. retaining knowledge in case of retirement)
Game types - Approach Narrative-centric  game: Use of storytelling to create immersion and flow  Experiential  game: learners placed into situation faced by narrator Puzzle-based  game: emphasis strongly on providing effective puzzles and challenges for the learner; story and narrative play a less direct role Exploration-based  game: focused on increasing the learners ZPD, directing learners to web and other external resources
Game types - Content Create awareness: European integration process Narrative-centric  game: Travel and holiday in Europe before 1993 Experiential  game: East-West conflict Problem-based  game: Work and migration in Europe Exploration-based  game: Leisure without technology
Challenges From Storytelling to Serious Games (linear narration    non-linear game plot) Methodology:  Balance of pedagogic intention and fun Target group expectations:  Participative design approach Graphics: Ressources Historical accuracy
Web Project website:  http://www.evitaproject.eu Game A:  http://www.seriousgames.it/evita/evitaA/ Game B:  http://www.seriousgames.it/evita/evitaB/ Game C:  http://www.seriousgames.it/evita/evitaC/ Game D:  http://www.seriousgames.it/evita/evitaD /
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E vita

  • 1. Roland Hallmeier & Sonia Hetzner Innovation in Learning Institute University of Erlangen-Nuremberg (Serious) Games and Learning
  • 2. Willi will卒s wissen: Bei den Wikingern Virtuelles Training f端r Polizeieinsatzkr辰fte The Skillz
  • 3. Serious Games Any meaningful use of computerized game/game industry resources whose chief mission is not entertainment (Ben Sawyer) Application in: Education Military Health Training Scientific Simulations Advertisment
  • 4. America卒s Army Darfur Is Dying PEPSI Invaders (1983)
  • 5. Effects of Games on Learning Aldrich (2009): Playing games is the most natural form of learning Playing always means learning Motivation Extrinsic (Medals, Highscores) Intrinsic (Flow state) Fromme (2006): Computer games as instance of informal competence develoopment Cognitive effects: spatial perception, visually keeping track of several things at once, ability for inductive learning
  • 8. Important factors Defined aims and frame for possible actions Balance between skills and challenges Gradually increasing difficulty level Immediate feedback: self-efficacy
  • 9. Context for knowledge transfer Knowledge is only useful in a context, games (virtual worlds) can map this context Simulations of real situations Active participation in knowledge acquisition Training in an environment that allows making mistakes
  • 10. EU-Project e-vita 4 Serious Games in 7 languages Lifelong Learning Program KA3 -ICT November 2008-Oktober 2010 7 countries: DE, IT, GR, UK, PL, PT, ES
  • 11. Developing an innovative method to promote knowledge transfer between generations Seniors tell stories Young people play games
  • 12. Aims of the project Storytelling Storyboards Serious Games Intergenerational learning Game-based Learning Application of games in formal and informal education/training Combination of Game-Based Learning and Storytelling as innovative learning method
  • 13. Research questions How can knowledge contained in narratives be transferred to other generations? How can stories be transposed to game plots? Interaktivity Involving the user
  • 14. Stories Weblog Games Ca. 80 entries in 7 languages
  • 15. Serious Games Combination of playing and learning for increased motivation and engagement Simulation of situations from real life Transfer of experiential knowledge Players can experience different aspects of one situation Balance between pedagogic intention and fun
  • 16. Intergenerational learning Transfer of implicit knowledge Knowledge transfer from one generation to the other Applicable in organisational contexts (e.g. retaining knowledge in case of retirement)
  • 17. Game types - Approach Narrative-centric game: Use of storytelling to create immersion and flow Experiential game: learners placed into situation faced by narrator Puzzle-based game: emphasis strongly on providing effective puzzles and challenges for the learner; story and narrative play a less direct role Exploration-based game: focused on increasing the learners ZPD, directing learners to web and other external resources
  • 18. Game types - Content Create awareness: European integration process Narrative-centric game: Travel and holiday in Europe before 1993 Experiential game: East-West conflict Problem-based game: Work and migration in Europe Exploration-based game: Leisure without technology
  • 19. Challenges From Storytelling to Serious Games (linear narration non-linear game plot) Methodology: Balance of pedagogic intention and fun Target group expectations: Participative design approach Graphics: Ressources Historical accuracy
  • 20. Web Project website: http://www.evitaproject.eu Game A: http://www.seriousgames.it/evita/evitaA/ Game B: http://www.seriousgames.it/evita/evitaB/ Game C: http://www.seriousgames.it/evita/evitaC/ Game D: http://www.seriousgames.it/evita/evitaD /

Editor's Notes