Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

Mr. Brendan Kelleher,Dr. Patrick Felicia

Waterford Institute of Technology

2

About me

• Developer/researcher for the Game-Based Learning (GBL) research group at Waterford Institute of Technology

• Design and develop websites, apps and educational games

• Research Interests:– Game-based learning – Artificial intelligence

3

Activities of the Game-Based Learning research group

• Specialise in the design, deployment and evaluation of GBL solutions

• Interested in furthering the understanding of how games can improve both motivation and learning outcomes

• Organise GBL events: Presentations from membersWorkshopsNational and international conferences

4

Overview

• Background of the study• Objectives of the project• Data collection & analysis• Challenges• Useful Links• Resources

5

Background of the study

• GBL is a highly motivating and stimulating medium (Bixler, 2005)

• Learning seems to be conducted in a traditional way in Vocational Education Committees (VEC)s despite technology use becoming ever more widespread

• There is little mention of GBL in teacher training and some teachers were never formally introduced to facilitate its use for their classes

6


• Part of a European funded project examining the use of mobile devices and GBL for vocational education

• Mobile Games Based Learning Vocational Education & Training (MoGaBaVET) research project

• The study is focused on assessing and finding the best methods for creating, analysing and deploying game-based learning for vocational education

7


• It also examines the possibility of utilising mobile devices

• The partners includes five organisation:Humance AG, GermanyBildungszentren des Baugewerbes (BZB), GermanyWaterford Institute of Technology, IrelandFundación Laboral de la Construcción, SpainStiftung ECAP, Switzerland

8


• How game-based learning can help teachers:• “to understand the role of a teacher as a facilitator of

instruction” (Sardone & Devlin-Scherer, 2009)• Can encourage different forms of learning. Eg. gesture

based learning, augmented reality etc…• Allows the learner to take ownership of learning

9


• How game-based learning can help learners..

• Reduce any inhibitions toward learning - “Players learn through their games to handle cultural relativity and to deal with different people and roles”. (Prensky, 2002)

• Identify their weaknesses through gameplay in a safe environment

- “Educational gaming encourages active learning and risk taking in an environment where real-world consequences are diminished “. (Gee, 2007)

10


How game-based learning can help learners:• Allows learners to reflect on their experiences • Encourages the learner to be involved in the learning

process (sense of control and ownership of learning)• Improves skills through repetitive play

- “Players of computer and video games not only learn how to do things in terms of knowing the procedures, but they also practice the skills until the learning is internalized and becomes second nature”. (Prensky, 2002)

11

Objectives of the project

• To examine the use (or lack of use) of Information & Communications Technology (ICT) and games by teachers in Vocational Education

• To identify teachers’ perception of GBL as well as their attitudes and expectations regarding the use of GBL in a classroom environment

• To guide the design and development of a GBL solution for vocational education

12

Data collection: Methodology

• Contacted 33 Vocational Education Committees (VEC)s around Ireland• Made the online survey available to the teachers

in the VECs• Followed up initial email with reminders • Phone interviews with teachers from three

Youthreach centres• Data collection in May 2013• Planning to extend until September/October

13

Data collection: Target groups

Post Leaving Certificate (PLC)

Vocational Training Opportunities

Scheme (VTOS)

Adult Basic Education (ABE)

Apprenticeships & Traineeships Youthreach

14

Data collection: Structure of the survey

• Seven sections examining:

About the respondent IT proficiency ICT for teaching

and learning

About those who have not used

educational games for teaching

About those who have used games

for learning

Mobile games for learning

Motivational and pedagogical

support

15

Data collection: Objectives of the survey

• Examine ICT use • Assess any previous use of games for learning • Assess any previous use of mobile devices for

learning • Identify teachers’ beliefs regarding the

motivational and pedagogical benefits of using games for learning

16

About the respondents

17


Male 12

Female 38

Gender 20 - 3010%

31 - 4546%

46 - 6038%

older than 606%

Age

18


Less than 5 years32%

6 - 10 years12%

11 - 15 years26%

More than 15

years30%

How long have you been teaching? Up to

5 hour

s; 18%

6 - 15 hours; 28%

16 - 24 hours; 54%

How many hours per week do you teach?

19


Art & Desi

gn

Mathem

atics

Health

, Safe

ty an

d Hygien

ic

Job Application Tr

aining

Business

& Administrati

on

Informati

on Tech

nology

048

121620

69 10 10

13

19What are the main topics you teach?

20


Apprentices

hip

Bridgin

g Course

(Occu

pational

Training)

Retrain

ingOther

Furth

er Ed

ucation

010203040

1 29

20

40What target groups are you addressing?

21

Information Technology(IT) proficiency

22

IT proficiency

Not very

Somewhat

Neutral

QuiteVery

0

4

8

129 10 9 10

12

Rate your proficiency in using the following de-

vices for teaching? - Tablets (iPad or Android

devices)

Not very

Somewhat

Neutral

Quite Very0

4

8

12

16

10

2

8

1416


vices for teaching? - Smartphones

23

IT proficiency

Not very

Somewhat

Neutral

Quite Very05

10152025303540

1 06 9

34


vices for teaching? - Desktop computer

Not very

Somewhat

Neutral

Quite Very05

101520253035

1 04

14

31


vices for teaching? - Laptop or Netbook

24

IT proficiency

Not very

Somewhat

Neutral

Quite Very0

5

10

15

20

25 22

710

5 6


vices for teaching? - Digital Blackboard

Not very

Somewhat

Neutral

Quite Very05

101520253035

0 0

6

13

31

How proficient do you think you are using the

internet?

25

IT proficiency

Never 10% 25% 50% 75% Always0

2

4

6

8

10

12

14

0

10 10

8

10

12

How often do you use ICT for teaching? (% of time

per course)

No34%

Yes22%

Yes, with permis-sion44%

Can you install software of your choice on the com-puters at your institution

if needed?

26

Information & Communication Technology (ICT) for Teaching and Learning

ICT for teaching and learning

Smart

phonesOther

Tablet

s

Digital

Blackb

oard

Laptop

Stationary

PC0

10

20

30

40

310 11

1928

41

From a technical point of view, does your organi-zation provide technol-

ogy for teaching?

010203040

17 19

39

How do students have access to these devices?

27


Up to 5

More than 20

11 -15 16 - 20 6 - 1005

1015202530

1 39 11

26

When you use technol-ogy/digital media during

your classes, in your opin-ion: What should be the

maximum class size?

Other

Smart

phones

Desktop co

mputer

Laptop or N

etbook

Tablet

s

Digital

Blackb

oard0

102030405060

1

1930 33

3948

What digital devices would you like to use for

teaching?

28


I have no time to consider the use of educational

games.8%

I have never used digital games for teaching but I

would like to do so.54%

I have never used digital games for teaching but I

am planning to do so.4%

I have already used edu-cational games for teach-

ing.35%

Have you ever used digital games for teaching?

29

30

About those who have never used educational games for teaching

31

About those who have never used educational games for teaching

0

10

20

30

2 3 511

21 24

Which of the following statements apply to your situ-ation?

32

About those who have used educational games for learning

33


The games I use cover the curriculum

The games I use are being offered by my institution

The games I use were freely available

00.5

11.5

22.5

33.5

44.5

5

2.5

3.5

4.3

Which of the following statements reflects your ex-perience with digital games?

34


0

4

8

12

0 1 2 2 3 3 4 5 6

11

What kind of challenges did you face when using games for teaching?

35


be insta

lled by t

he students

not require

insta

llation

be insta

lled by t

he insti

tution

be insta

lled by t

he teach

er02468

10

0

67

9

In order to be used in the classroom, a game should

Game co

nsoles

Smart

phones

Tablets

Other

Online ga

mes

Desktop co

mputer02468

101214

1 2

5 5

10

13

What game platforms are you using at work?

36


37


Immersive Collaborative Mixed-reality Location-based Augmented reality

Ubiquitous / Pervasive

Role-based 0

0.2

0.4

0.6

0.8

1

1.2

0 0 0

1 1 1 1

Which of the following terms characterize the game(s) you used?

38


Increase of knowledge gain The devices are available anyway

High motivational potential Both (motivational aspects and knowledge gain)

0

0.2

0.4

0.6

0.8

1

1.2

0 0

1 1

Why do or did you use mobile games for learning?

39


Arts (media) Information Technology Languages Mathematics Technology0

0.5

1

1.5

2

2.5

1 1 1 1

2

What topics do or did you teach using mobile learning games?

40

Motivational and pedagogical support

41


strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

1015202530

0 1

2125

7

Using educational games as part of teaching prac-

tices can improve stu-dents' attendance

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

0

10

20

30

0 2

11

29

12

Instructors should include more Game-Based Learn-

ing activities in their teach-ing

42


strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

10152025

47

1821

4

Games are a change. I use them to give pupils a

break from daily (learning) routine

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

101520253035

0 14

33

16

I think that educational games can improve motor

skills

43


strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

1015202530

0 2

11

27

14

I think that educational games can improve spatial

awareness

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

048

121620

0

5

1619

14

I think that educational games can improve col-

laborative skills

44


strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

101520253035

0 0

8

29

17

I think that educational games can improve prob-

lem-solving skills

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

101520253035

0 17

32

14

I think that educational games can improve logical

skills

45


strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

10152025

0 1

17

23

13

I think that educational games can improve crit -

ical-thinking skills

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

05

1015202530

0 2 1

2724

I think that educational games can improve ICT

skills

46


strongly

disagre

e

disagre

e

do not know

agree

trongly

agree

0

10

20

30

4 4

29

10 7

The use of educational games in my classes has had a noticeable positive impact on students' mo-

tivation

strongly

disagre

e

disagre

e

do not know

agree

strongly

agree

0

10

20

30

4 3

30

134

The use of educational games in my classes has had a noticeable positive

impact on students' achievement

47

Challenges

• No time to consider using games• Afraid to try something new…

…go with what is safe and familiar• Overly complicated rules…

…difficult to see any clear pedagogical benefit

48

How teachers feel…

49

Challenges

• Continual Professional Development (CPD) does not explore the use of games as a learning strategy

• Learning should be learner-centred• Move away from rigidly defined courses

Use games as an additional resource

50

Challenges

• Technology is to a large degree under utilized for education.Lack of direct fundingInconsistent use

• Lack of a clear guideline to adopt GBL for vocational education

• Need for an integrated approach to provision of VET in Ireland

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Food for thought…

Accessibility

Resources

Teachers need time to test and trial GBL!

Teachers need access to resources,

anywhere, anytime!

Resources must be centralised!

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Useful Links

• Links worth checking out:http://etuitionnetwork.ning.com/http://www.fit.ie/ http://www.engagelearning.eu/teachers

http://etuitionnetwork.ning.com/

http://etuitionnetwork.ning.com/

http://www.fit.ie/

http://www.fit.ie/

http://www.engagelearning.eu/teachers

http://www.engagelearning.eu/teachers

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Thanks for Listening

• Email: [email protected] or [email protected] • www.gbl-research.com • @gblresearch or @brendecimus

mailto:[email protected]

mailto:[email protected]

http://www.gbl-research.com/

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References• Bixler, B. (2005). Motivation and its relationship to the design of

educational games. Paper presented at the New Media Consortium (NMC) Online Conference on Educational Gaming, Internet.

• Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

• Prensky, M. (2002) What Kids Learn That’s POSITIVE from Playing Video Games.

• Sardone, N. B., & Devlin-Scherer, R. (2009). Teacher Candidates' Views of Digital Games as Learning Devices. Issues In Teacher Education, 18(2), 47-67.

• Spotlight on VET, Ireland. http://www.cedefop.europa.eu

http://www.cedefop.europa.eu/

Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

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