Electronic games in schools study

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• Electronic games in schools study
• Electronic games and new ways of learning
  workshop
• Eminent Conference
• Rome, 4-5 December 2008
• Patricia Wastiau
• Principal Adviser - Studies and Development
• European Schoolnet

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A focus on 8 countries Austria, Denmark, France,
Italy, Lithuania, Spain, the Netherlands, United
Kingdom
Scope of the study

• Time frame from july 2008 till March/April 2009

• All types of games
• Video, computer and online games,
• On console, computers, mobile phones,
• Adventure, role playing, simulation, puzzle, .

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Methodology
National coordinators

• Components
• Research review
• teacher survey,
• Contextual analysis (policy makers interviews)
• Case studies (6)
• Community of practice
• Outputs
• Handbook for teachers
• Final report (final conference)

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Research review Results (1)

• Major barriers explaining the slow uptake of
  Games-based Learning (GBL) in schools include
• teachers lack of knowledge concerning how to use
  electronic games
• lack of time available to adapt the game for
  curriculum use
• lack of adequate technology in schools
• Students are critical of educational games as
  they do not meet the high quality standards of
  commercial recreational games. To address this,
  the following measures have been adopted
• Modifying commercial games
• Allowing students to design their own games
• Issues that need to be addressed include amongst
  other factors
• Technical requirements, Licensing policies, and
  Sustainability

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Research review Results (2)

• Games can be a supportive pedagogical tool. To
  achieve desired learning outcomes the following
  are essential
• The correct choice of game
• A conducive environment
• Teachers guidance via moderation and debriefing
• Games for learning vary from single player games
  to multi-player games, and different types of
  games have different sets of features which need
  to be considered in relation to how they are
  applied in education.
• As games can be used outside the classroom, they
  provide an ideal platform for study aids and to
  assist with learning impairments.

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Online teacher survey - focus
Questions about Teacher profile (age, years of
teaching, ICT skills, subject, .) Use of games
in the classroom (frequency, skills, type of
games, .) Attitudes towards games Impact of
games Obstacles to the use of games in the
classroom
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Online teacher survey - Answers
Number of users answers
Number of non users answers
Total
Countries Austria Denmark Netherlands France Italy
Lithuania Spain UK
/299
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Online teacher survey - Results
First results
56 women Foreign languages and technologies,
instructional language Good at and expert in
ICT Frequent use of ICT Games have their place in
schools Would like to use games more in
lessons Would like to know more about experience
of other teachers 63 use games in schools
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Online teacher survey - Results
First results (2)
(1) Whole class teaching, (2) specific skills
development, (3) particular times and types of
learners Games used for motivation, to support
students in difficulty, to develop personal
skills Online support and from colleagues Cost,
finding suitable games, licensing and timetable
as main obstacles
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Contextual analysis (policy makers interviews )
Education system (and cultural) inhibitors and
facilitators
National initiatives/measures for the use of ICT
games in schools The uptake and use of ICT games
by teachers and learners Attitudes to ICT games
at policy and school level Contextual drivers
and barriers to the uptake of ICT games in
schools
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Case studies (6)
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Zoo Tycon (Austria) Business simulation
(10) German, English, Biology
SIMS 2, H. Poter, Patrician III, etc. real
games (11-15) Danish, English, History, cross
curricular (Denmark)
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DANT/ IPRASE (Italy) Educational games (6-12)
Mathematic, Italian
3
Playstation Portable Platform (UK) Geography,
Numeracy, Sport, Field studies (11-14)
5
Games Atelier (Netherlands) Creating and playing
various subject (12-18)
4
Big brain Academy (France) Reflection games
(11-15) Scientific subjects