Proceedings of theProceedings of the 7th European ... · Yasemin Allsop, Ebru Yeniman Yildirim and...

Proceedings of theProceedings of the7th European Conference

onGames-Based LearningInstituto Superior de Engenharia do

Porto, PortugalPorto, Portugal3-4 October 2013

Volume One

Edited byDr Carlos Vaz de Carvalho and

Dr Paula EscudeiroInstituto Superior de Engenharia do PortoInstituto Superior de Engenharia do Porto

Portugal

A conference managed by ACPI, UKwww.academic-conferences.org

The Proceedings of The 7th European Conference

on Games Based Learning

Hosted by Instituto Superior de Engenharia do Porto (ISEP)

Portugal

Volume One

3-4 October 2013

Edited by Dr Paula Escudeiro Programme Chair

and Carlos Vaz de Carvalho

Conference Chair

Copyright The Authors, 2013. All Rights Reserved.

No reproduction, copy or transmission may be made without written permission from the individual authors.

Papers have been double-blind peer reviewed before final submission to the conference. Initially, paper abstracts were read and selected by the conference panel for submission as possible papers for the conference.

Many thanks to the reviewers who helped ensure the quality of the full papers.

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Contents

Paper Title Author(s) Page No.

Preface vii

Committee viii

Biographys x

Teachers Beliefs About Game Based Learning: A Comparative Study of Pedagogy, Curriculum and Practice in Italy, Turkey and the UK

Yasemin Allsop, Ebru Yeniman Yildirim and Marina Screpanti

1

Using Gamification to Animate a Virtual Community

Antnio Andrade and Carlos Vaz de Carvalho 11

SIMaging the CITY: The Educational use of Simula-tion Video Games for Disadvantaged Youth

Massimiliano Andreoletti and Gianna Cappello 19

The Chest That Longs to be Moved: A Serious Game for the Greek Muslim Minority Children

Alexandra Androussou, Evangelia Kourti and Nelly Askouni

27

Transformational Play; Using 3D Game-Based Narratives to Immerse Students in Literacy Learning

Anna Arici and Sasha Barab

35

Approaches to Collaborative Game-Making for Fostering 21st Century Skills

Susan Bermingham, Nathalie Charlier, Francesca Dagnino, James Duggan, Jeffrey Earp, Kristian Kiili, Evelien Luts, Lien van der Stock and Nicola Whitton

45

Best Practices for Deploying Digital Games for Personal Empowerment and Social Inclusion

Lizzy Bleumers, Ilse Marin, Jan Van Looy, James Stewart, Dana Schurmans and Anissa All

53

Investigating the Relationship Between School Performance and the Abilities to Play Mind Games

Rosa Maria Bottino, Michela Ott and Mauro Tavella 62

Experience With Digital Game-Based Embodied Learning: The Road to Create a Framework for Physically Interactive Digital Games

Carsten Busch, Florian Conrad, Robert Meyer and Martin Steinicke

72

Toward Improvement of Serious Game Reliability Thibault Carron, Fabrice Kordon, Jean-Marc Labat, Isabelle Mounier and Amel Yessad

80

The Effects of Gamification on Student Attend-ance and Team Performance in a Third-Year Un-dergraduate Game Production Module

Hope Caton and Darrel Greenhill 88

Game-Based Learning in Health Sciences Educa-tion

Nathalie Charlier, Evelien Luts and Lien Van Der Stock

97

Specification and Design of a Generalized Assessment Engine for GBL Applications

Yalle Chaudy, Thomas Connolly and Thomas Hainey

105

Safer Internet: Enhancing Good Practices on the Internet Through Games Based Learning for Greek Elementary School Students

Vasiliki Choleva, Loukas Koutsikos Simeon Zourelidis, Vlassios Filis, Dimitris Metafas and Charalampos Patrikakis

115

Using Game Mechanics to Measure What Students Learn

Jill Denner, Linda Werner, Shannon Campe and Eloy Ortiz

123

Combining Game Based Learning With Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game

Kyriaki Dourda, Tharrenos Bratitsis, Eleni Griva and Penelope Papadopoulou

130

i


The Design and Evaluation of a Multiplayer Serious Game for Pharmacy Students

Maciej Dudzinski , Darrel Greenhill , Reem Kayyali , Shereen Nabhani , Nada Philip , Hope Caton , Sonya Ishtiaq and Francis Gatsinzi

140

Cheating and Creativity in Pervasive Games in Learning Contexts

Stine Ejsing-Duun, Thorkild Hanghj and Helle Skovbjerg Karoff

149

Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy

Valrie Emin-Martinez and Muriel Ney 156

Cognitive Walkthrough for Learning Through Game Mechanics

David Farrell and David Moffat 163

Global Math: Development of Online Platform for Mathematical Thinking Games

Toru Fujimoto, Keiichi Nishimura, Kaoru Takahashi, Masahiro Yachi, Kiyoshi Takahashi and Yuhei Ya-mauchi

172

What Can Play Theory Tell us About Computer Games for Young Children?

Georgy Gerkushenko and Svetlana Sokolova 179

Role Game Playing as a Platform for Creative and Collaborative Learning

Lisa Gjedde 190

Development and Evaluation of a Generic E-CLIL Web2.0 Games Engine

Thomas Hainey and Thomas Connolly 198

Designing Games to Disseminate Research Findings

Claire Hamshire, Rachel Forsyth and Nicola Whitton 208

Facilitating Teacher Students Innovation Competence through Problem-Based Game Design Processes

Thorkild Hanghj and Sia Hovmand Srensen 216

Deploying Serious Games for Management in Higher Education: Lessons Learned and Good Practices

Jannicke Baalsrud Hauge, Francesco Bellotti, Rob Nadolski, Michael Kickmeier-Rust, Riccardo Berta and Maira Carvalho

225

Neuroeducational Research in the Design and use of Games-Based Teaching

Wayne Holmes, Paul Howard-Jones, Erico Tani-moto, Carol Jones, Skevi Demetriou, Owen Morgan, Philip Perkins and Neil Davies

235

Playing and Learning: An iPad Game Development Case Study

Jennifer Jenson and Rachel Muehrer 244

An Overview of Game Console Motion Sensor Technologies Exploited for Education

Marina Kandroudi and Tharrenos Bratitsis 252

Picking the Right Interface for Engaging Physical Activity Into Game Based Learning

Helle Skovbjerg Karoff, Gunver Majgaard, Lars El-bk and Mona Have Srensen

261

Playing and Gaming Studied in an Informal Learning Setting

Helle Skovbjerg Karoff, Stine Ejsing-Duun and Thorkild Hanghj

268

Game Based Learning in Mathematics: Teachers' Support by a Flexible Tool

Aikaterini Katmada, Apostolos Mavridis, Thrasyvou-los Tsiatsos

275

Learning Analytics with Games Based Learning Harri Ketamo 284

Gamification and Intelligent Feedback Mechanisms for a Division Learning Tool

Michael Kickmeier-Rust and Dietrich Albert 290

Developing Games for Health Impact: Case Brains vs Zombies

Kristian Kiili, Manuel Ninaus, Mikko Koskela, M Tuomi and Antero Lindstedt

297

Meleon - a Casual Mobile Game Supporting Immersion and Reflection in Learning

Luise Klein 305

ii


The Literature Race - NFC Based Mixed Reality Game

Antti Koivisto, Harri Ketamo, Eero Hammais and Juho Salli

314

Bringing Game Achievements and Community Achievements Together

Johannes Konert, Nico Gerwien, Stefan Gbel and Ralf Steinmetz

319

Modeling the Player, Learner and Personality: Independency of the Models of Bartle, Kolb and NEO-FFI (Big5) and the Implications for Game Based Learning

Johannes Konert, Stefan Gbel and Ralf Steinmetz 329

Raising Awareness on Archaeology: A Multiplayer Game-Based Approach With Mixed Reality

Mathieu Loiseau, lise Lavou, Jean-Charles Marty and Sbastien George

336

Scientific Discovery Games for Authentic Science Education

Rikke Magnussen, Sidse Damgaard Hansen, Tilo Planke, Jacob Friis Sherson

344

Creating Games in the Classroom From Native Gamers to Reflective Designers

Gunver Majgaard 352

A Holistic Framework for the Development of an Educational Game Aiming to Teach Computer Programming

Christos Malliarakis, Maya Satratzemi and Stelios Xinogalos

359

Examining Early Childhood Education Students Attitudes Toward Educational Computer Games in Kindergarten

Dionissios Manessis

369

Integrating Non-Virtual Electronic Activities in Game-Based Learning Environments

Jean-Charles Marty, Thibault Carron, Stphane Tal-bot, Gregory Houzet and Philippe Pernelle

378

From Haute-Couture to Ready-to-Wear : Typology of Serious Games Implementation Strat-egies in Higher Education

Hlne Michel 386

Motivation and Manipulation: A Gamification Approach to Influencing Undergraduate Attitudes in Computing

Nicholas Mitchell, Nicky Danino and Lesley May 394

Sit Down to Table and Confess who you are! Design of an Epistemic Game for Nutritional Education at Secondary School

Rjane Monod-Ansaldi, Eric Sanchez, Daniel Deval-lois, Thomas Abad, Pierre Bnech, Anne Brondex, Isabelle Mazzella, Sandrine Miranda, Claudie Richet and Cline Recurt

401

Learning in Context Through Games: Towards a new Typology

Alex Moseley 409

Let the Students Construct Their own fun And Knowledge - Learning to Program by Building Computer Games

Peter Mozelius, Olga Shabalina, Christos Malliarakis, Florica Tomos,, Chris Miller and David Turner

418

Towards Understanding the Instructional Value of Real-Time Continuous Feedback From the use of Simulation Games

Mathews Nkhoma, Jaime Calbeto, Narumon Sriratanaviriyakul, Thu Yein Win, Quyen Ha Tran and Thanh Kim Cao

427

Learning Math as you Play: Comparing Arithmetic Performance Enhancement Induced by Game Play and Paper Exercises

Elena Patricia Nuez Castellar, Anissa All and Jan Van Looy

434

Serious Game Adaptive Learning Systems Chinedu Obikwelu and Janet Read 442

Combatting Social Isolation and Cognitive Decline: Play a Physical or Digital Game?

Daire Broin and Ross Palmer 450

iii


Sports Games Role for Learning Health Knowledge

Kelly OHara, Dulce Esteves, Rui Brs, Ricardo Rodrigues, Paulo Pinheiro and Marco Rodrigues

458

A Multi-Agent Architecture for Collaborative Seri-ous Game Applied to Crisis Management Training: Improving Adaptability of non Played Characters

Mhammed Ali Oulhaci, Erwan Tranvouez, Sbastien Fournier and Bernard Espinasse

465

Nuclear Mayhem a Pervasive Game Designed to Support Learning

Trygve Plhn 475

StartUp_EU: Using Game-Based Learning and Web 2.0 Technologies to Teach Entrepreneurship to Secondary Education Students

Aristidis Protopsaltis, Thomas Hainey, Spiros Boro-sis, Thomas Connolly, Jesus Copado and Sonia Hezner

484

Measuring Effects of Reflection on Learning: A Physiological Study

Wen Qi, Dominique Verpoorten and Wim Westera 495

Evaluation of Adaptive Serious Games using Playtraces and Aggregated Play Data

Christian Reuter, Florian Mehm, Stefan Gbel and Ralf Steinmetz

504

Learning Effectiveness of Management Simulation Game Manahra

Petr Smutn, Jakub Prochzka and Martin Vaculk 512

Using the Master Copy - Adding Educational Con-tent to Commercial Video Games

Heinrich Sbke, Thomas Brker and Oliver Kornadt 521

An Application of Adaptive Games-Based Learning Based on Learning Style to Teach SQL

Mario Soflano, Thomas Connolly and Thomas Hainey

531

Can Moral Sensitivity be Enhanced by Game Play? Gunilla Svingby 539

Digital Educational Games: Adopting Pedagogical Agent to Infer Leaners Motivation and Emotional State

Ogar Ofut Tumenayu and Olga Shabalina 546

Adapting the Complexity Level of a Serious Game to the Proficiency of Players

Herre van Oostendorp, Erik van der Spek and Jeroen Linssen

553

Designing Casual Serious Games in Science Ayelet Weizman 561

Designing a Collaborative Serious Game for Team Building Using Minecraft

Viktor Wendel, Michael Gutjahr, Philipp Battenberg, Roman Ness, Sebastian Fahnenschreiber, Stefan Gbel and Ralf Steinmetz

569

Application of the Principles of Gamification to Facilitate Acquisition of Self-Management Skills in Young People With Long-Term Medical Conditions

Andrew Wilson and Janet McDonagh 579

Development of an Implementation Framework for Games-Based Construction Learning Using Scratch in Primary Education

Amanda Wilson, Thomas Hainey and Thomas Con-nolly

587

PHD papers

Game Literacy Revisited: Developing Critical Play in Schools

Rafael Marques de Albuquerque and Shaaron Ains-worth

599

A Systematic Literature Review of Methodology Used to Measure Effectiveness in Digital Game-Based Learning

Anissa All, Elena Patricia Nuez Castellar and Jan Van Looy

607

Investigating Collaborative Games to Teach Mathematics-Based Problem Solving in the Classroom

Reem Al-Washmi, Gail Hopkins and Peter Blanch-field

617

iv


Training Flexible and Adaptive Arithmetic Problem Solving Skills Through Exploration With Numbers: The Development of NumberNavigation Game

Boglrka Brezovszky, Erno Lehtinen, Jake McMullen, Gabriela Rodriguez and Koen Veermans

626

Trials to Assess Team-Based Mixed-reality (TBMR) Games in HE

John Denholm and Sara de Freitas 635

Understanding Game-Ness Within the SCRABBLE Family of English Word Games

Paridhi Gupta 645

Interactive Story as a Motivator Element in an Educational Video Game

Jos Rafael Lpez-Arcos, Francisco Luis Gutirrez Vela, Natalia Padilla-Zea and Patricia Paderewski

656

A Domain Ontology of Game Theory Applied to Game Based Learning

Yemna Mejbri, Maha Khemaja and Rafik Braham 666

Puzzle-Based Games as a Metaphor for Designing in Situ Learning Activities

Javier Melero, Patricia Santos, Davinia Hernndez-Leo and Josep Blat

674

Supporting and Facilitating Collaborative Learning in Serious Games

Kimmo Oksanen and Raija Hmlinen 683

Playing for the Future - Examining Gameplay, Narrative and fun in Games-Based Training

Mark ORourke 691

Towards Game Based Learning Design Process Based on Semantic Service Oriented Architecture (SSOA)

Kaouther Raies, Maha Khemaja and Rafik Brahamm 698

Using Games for Learning, From the Students Perspectives

Aishah Abdul Razak and Thomas Connolly 706

Incidental Learning in a World of Warcraft Guild, a Case Study

Gabriela Rodrguez 714

In Search for the Right Measure: Assessing Types of Developed Knowledge While Using a Gamified Web Toolkit

Martin Ruskov, Paul Ekblom and Angela Sasse 722

The Influence of Digital Games on Learning Reading: A Closer Look

Mas Idayu Md Sabri, Peter Blanchfield and Gail Hopkins

730

The Mediatization of Digital Games for Learning a Dual Rub-Off Effect

Helga Sigurdardottir and Robin Munkvold 740

Efficacy of Reward Allotment on Childrens Motivation and Learning

Zhenhua Xu, Earl Woodruff and Bodong Chen 748

Applying Ideas From Intelligent Tutoring Systems for Teaching Programming in Game Based Learning

Matej Zapuek and Joe Rugelj 756

Masters

Cultivating Preschoolers Creativity Using Guided Interaction With Problem Solving Computer Games

Georgios Fessakis and Dimitrios Lappas 763

Haptic Physics Simulation Luciano Santos and Carlos Vaz de Carvalho 771

Evaluating the Embedding of Games Based Learning in a Computing Subject at University

Emilia Todorova and David Moffat 776

WIP Papers

v


A Design Approach for Implementing 3D Educational Collaborative Virtual Environments on Virtual World Platforms

Rosa Reis, Benjamin Fonsecaand Paula Escudeiro 785

EMOTE: Embodied-Perceptive Tutors for Empathy-Based Learning in a Game Environment

Sofia Serholt, Wolmet Barendregt, Tiago Ribeiro, Ginevra Castellano, Ana Paiva, Arvid Kappas, Ruth Aylett and Fernando Nabais

790

Exploring Learning Effects During Virtual Sports Through Biomechanical Analysis (a Work in Progress)

Pooya Soltani and Joo Paulo Vilas-Boas 793

siLang: Culturally Oriented Language Skill Development in Line With Workplace Needs

Hariklia Tsalapatas, Olivier Heidmann, Rene Alimisi

and Elias Houstis 797

Developing Ethical Decision Making Skill of Novice Volunteers in Natural Disaster Response

Didin Wahyudin, Shinobu Hasegawa and Tina Dah-lan

800

vi

ApproachestoCollaborativeGameMakingforFostering21stCenturySkills

SusanBermingham1,NathalieCharlier2,FrancescaDagnino3,JamesDuggan1,JeffreyEarp3,KristianKiili4,EvelienLuts2,LienvanderStock2andNicolaWhitton11ManchesterMetropolitanUniversity,Manchester,UK2KULeuven,Belgium3IstitutoperleTecnologie,CNR,Italy4TampereUniversityofTechnology,Pori,[email protected]@[email protected]@[email protected]@[email protected]@[email protected]:Manyexamplesexistoftheeffectiveuseofdigitalgamesforlearning,bothintheclassroomandinformally,fordevelopingsubjectknowledge,skills (cognitive, (psycho)motorandpsychodynamic),attitudesandbehaviours.However,educationalgamesareoftenlimitedinscopetothetopicofthegameitselfandpositionlearnersasplayersinthegamespace, rather thangiving themcontrolover thegamingenvironment. In fact, the increasingbodyof research literaturesuggests that making games could better address the needs of learners than just playing existing learning games.Collaborativegamemakingprovidesamodelinwhichlearnerscanworktogethertocreatesomethingthatismeaningfulforthem,givingtheminputintoboththeprocessandproduct,andfacilitatingthedevelopmentofarangeof21CS(21CS),suchasdigital literacy. Intuitivedigitalgamemaking toolshavebecome increasinglyavailable in recentyears,allowingstudents to directly access gamemaking environments and support the growth in use of collaborative gamemakinglearningactivitiesinschools.MakingGamesinCollaborationforLearning(MAGICAL)isanEUfundedprojectthataimstoexploretheuseofcollaborativegamemakingasapedagogicmodel.Itseekstoestablishwhether,andinwhatways,theapproachcansupportcollaboration,problemsolving,creativityanddigital literacyskills.Thispaperstartsbyconsideringtheliteratureondigitalgamemaking,particularlyhighlightingthebenefits,drawbacksandresearchgaps.Itthengoesonto describe theMAGICAL project inmore detail, particularly focusing on theway inwhich the 21CS can be defined,communicated to learners,andassessed.Next, thedifferentapproaches tocollaborativegamemaking in theclassroomare discussed. The paper concludes by highlighting lessons learned from the project so far, and presentingrecommendationsforcollaborativegamemakingintheclassroom.Keywords:collaborativelearning,21CS,collaborativegamemaking,digitalgames

1. IntroductionThereismuchevidencethatdigitalgamescanbeaneffectivetoolforlearningandengagement(e.g.Connollyet al,2012;Petrottaet al,2013),both in the classroom and informally, fordeveloping subject knowledge,skills,attitudesandbehaviours.However,educationalgamesareoften limited in scope to the topicof thegame itself andposition learners as players in the game space, rather than giving them controlover thegaming environment. In fact, the increasing body of research literature suggests thatmaking games couldbetteraddresstheneedsoflearnersthanplayinggames.Collaborativegamemakingprovidesamodelinwhichlearnerscanworktogethertocreatesomethingthatismeaningfulforthem,facilitatingthedevelopmentofarangeof21stCenturySkills (21CS).MakingGames inCollaboration forLearning (MAGICAL) isanEUfundedproject thataims toexplore theuseofcollaborativegamemakingasapedagogicmodel.Itseekstoestablishwhether,andinwhatways,theapproachcansupportcollaboration,problemsolving,creativityanddigitalliteracyskills.

45

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

SusanBerminghametal.

Thisfirstconsiderstheliteratureondigitalgamemaking,andthengoesontodescribetheMAGICALprojectinmoredetail,particularlyfocusingonthewayinwhichthe21CScanbedefined,communicatedtolearners,andassessed.Next,differentapproachestocollaborativegamemakingarediscussed,andthepaperconcludesbyhighlightinglessonslearnedfromtheprojectsofar,andpresentingrecommendationsforcollaborativegamemakingintheclassroom.

2. CollaborativegamemakingResearchershaveproposed that thedesign anddevelopmentof games couldbetter address theneedsoflearnersthansimplyplayingexistinggames(Brennan&Resnick,2012;Robertson,2012).Forexample,Vosandcolleagues (2011)describedhowmakinggames,ratherthanplayinggames,bettersupported fifthandsixthgradersuseofdeep learningstrategies.Thepedagogic ideaof learningbymakinggamesassumes that theconstructionof gameshelps learners to reformulate theirunderstandingsof the subject and express theirpersonal ideas and feelings aboutboth the subject of the game and the games constructed (Kafai, 2006).Gamemakingcanalsosupportthedevelopmentof21stcenturycompetencies likecreativeproblemsolving,collaboration, ICT literacy, systems thinking, and positively affect engagement in STEM subjects (e.g.Zimmerman,2007;Clark&Sheridan,2010).However, researchhas focusedmainlyon themotivationalandadoption issuesof theapproach (e.g.Robertson&Howell,2008,Owston,etal.,2009,Triantafyllakosetal.,2010).Thedesignanddevelopmentofgames iscreativeteamwork,which isassumedtosupportreflectivethinkingandcoconstructionofknowledge (Roschelleetal.,2000).However,a reviewofexisting literaturerevealedthat the social aspect of gamemaking activities has been neglected. Collaborative gamemaking ismainlyconsidered in relation to helping other gamemakers, communicating ideaswith others, anddesigning forothers.Muchcollaborativegamemakingresearchhasbeenverynarrowandsuperficialinnature.Designingforothershasbeenoftenutilizedasapedagogicstrategyingamemakingstudies(e.g.Kafai,Ching&Marshall, 1997; Baytak & Land, 2010; Owston et al. 2008). This demands that the students take theperspectivesof the target group into account,which in turnmay support thedevelopmentof flexibility instudents thinking (Kafai,1997),enhancecommunication skills,anddesign thinking.Forexample,Kafaiandcolleagues(1997)conductedastudyinwhichfifthandsixthgradersmadegamesforyoungerstudents.Inthestudystudentshadtousealanguagethatyoungerstudentswouldunderstandthatencouragedolderstudentstousetheirownwordsinsteadofjustcutandpasting.Kangas (2010)showedthatgameplayingandcomputergamemakingprovidedchildren (aged7to12)withopportunitiestopracticetheirworkgroupskills.Designinggamescanleadtoanenhancedsenseofclassroomcommunity,which encourages students to ask andquestions and provide help forothers (Baytak& Land,2010) as well as to share tips and alternative ways of doing things in the gamemaking environment(Robertson&Nicholson,2007). Thus, gamemaking activitiesprovideopportunities to learn tobe abettercommunicatorandsupportthedevelopmentofreadingandwritingskillsaswellastheuseofspokenlanguageandvisualcommunicationaids.Owstonandcolleagues(2008)comparedfourthgradestudentsreadingandwritingskillswhentheyeitherdevelopedorplayedtriviagames.Thedevelopmentgroupoutperformedplayergroup in logicalsentenceconstructionbutnodifferenceswerefound indevelopmentofbasicreadingskills;butthisisunsurprisingbecausethemeasurementusedfavouredthedevelopmentgroup.Nevertheless,thereissomeevidencethatgirlsmightbenefittheuseofgameauthoringactivitiesthatemphasizeskills inwritingnarratives (Carbonaro et al. 2008;Robertson, 2012). For example,Robertson (2012) found that girls spentmoretimeonwritingconversationsandutilizedpeerfeedbackmoreeagerlythanboys.Creativityalsocanbesuccessfullypromotedbymakinggames(Eowetal.,2010;Kangas,2010).Forexample,RobertsonandHowells (2008)arguedthatusergeneratedgamecontentcanempower learnersbyenablingthemtoexpresstheircreativity.Providingresourcessuchasdifferentkindsofthinkingtoolsandcocreationapproacheswerefoundtobeessentialinpromotingcreativity(Kangas,2010).Developingagame,whether individuallyor incollaborationwithpeers, isaverycomplextaskandgenerallyrequiresstrongICTskills.Toolstomanageandsupportgamemakingactivitiesrangefromprofessionaltoolstothose designed for children. In previous research, several different kinds of gamemaking toolshave beenused,suchasAdventureAuthor (Robertson,2012),Gamemaker (Baytak&Land,2010),GamestarMechanic

46


(Torres, 2009), Scratch (Brennan & Resnick, 2012) and Neverwinter Nights (Robertson & Howells, 2008).Gamemakingactivitiescanvaryalotandtoolsneedtobeselectedbasedonlearningobjectivesandtheskilllevelsofstudents.Scratch is a good example of a visual programming language designed for childrenwho have no previousprogramming experience (Resnick, et al., 2009). The use of a visual programming language like Scratchdevelops students computational thinking skills (Brennan & Resnick, 2012; Denner et al., 2012). Otherreportedbenefitsrelatedto ICTskillsaresystemsthinking (Torres,2009),programmingknowledge (Kafaietal.,1997), interactive storyauthoring (Carbonaroetal.,2008)and storytelling (Robertson,2012).However,only few studies reportedgains invisualdesign (Robertson,2012)oraudienceawareness skills (Robertson,2012).

3. TheMAGICALproject:Gamemakingand21stcenturyskillsThepotentialthatcollaborativegamemakingpresentsasaninnovative,studentcentredapproachtolearningisespecially interesting for21st century skills (21CS).This is the focusofaEuropeanproject calledMakingGamesinCollaborationforLearning(MAGICAL)1.Theprojectsmissionistwofold:toidentify,implementandsharesoundmethodsandtoolsforcollaborativegamemakingactivities;andtoinvestigatetheimpact,ifany,onschoolstudents21CS.MAGICALforeseescollaborativegamemakingactivitiesinprimaryandlowersecondaryschool.Theseinvolveuseofadigitalenvironmentformakingandplayinggames,withsupportfromspeciallytrainedteachers.Thehighly complex anddynamicnatureofgroupbasedgamemaking (and indeedof21CS)poses considerableresearchchallenges,callingforapragmaticapproach.Accordingly,MAGICALisseekingtoidentifyandmonitormanifestationsof21CSandtoinvestigatetheseaspartofacasestudyapproach.Aliteraturereviewof21CScarriedoutintheframeworkoftheproject(Dagninoetal.,2012)revealedthelackofconsensusonwhatskillsitcoversorhowbesttoclassifythem.Mostauthorsadopt21CSasanoverarchingconceptcoveringarangeofmetaabilitiesandsoftskills,socialskills,attitudes,andaspectsofselfawarenessandselfreflection.Thesearecomplexinthemselves,makingashareddefinitionof21CSthatmuchhardertoreach(KickmeierRust&Dietrich,2012).The literaturereviewalsogatheredanumberof21CSclassificationsandframeworks.Voogt&ParejaRoblin(2010) carried out ametaanalysis thatmapped six prominent 21CS frameworks and distilled these into acommon21CSmetaframeworkcomprising:

collaboration

communication

ICTliteracy

social/culturalskills&citizenship

creativity

criticalthinking

problemsolving

productivity/developmentofqualityproducts.

This is a highlevel reference framework comprising semantically loaded conceptswhich, at a lower level,present a number of overlaps, intersections and interdependencies. Nevertheless, it is a useful basis forbuildingsharedunderstanding.The limited literatureon learningviadigitalgamemakingdoesnotdevotemuch specificattention to21CS(Earpetal,inpress).Mostempiricalstudiesareshorttermandinvolvesmallsamplesizes(e.g.Vos,Meijden&Denessen,2010;Games,2008).Whilesomepositivefindingsarereported,thereisatendencytorelyheavilyonconceptualresearch.Aneedforrobustempiricalresearchclearlyexists,especiallyregardingtheinherently

1 Cofunded under the European Commission's Lifelong Learning Programme, transversal programme: KA3 (ICT)Multilateral Projects519006LLP120111ITKA3KA3MP.http://www.magicalproject.net/

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http://www.magical-project.net/


socialnatureofgamemakingactivities,with theirmultipleskillsand roles.Furthermore,onlya fewpapersfocusonassessmentoflearningprocessesandoutcomesingamemakingcontexts(Brennan&Resnick,2012;Resnicket al.,2009) and assessmentmethods in gamemaking remainunclear.MAGICALsefforts in theserespectsfocusonsomeoftheskillsinVoogt&ParejaRoblins21CSmetaframework.Collaboration.MAGICALproposesgamemakingasacollaborativeactivity that involvesmultipledesignandauthoring roles. This is the projects main innovation, as the few gamemaking studies that considercollaborationdosointermsofpeerreviewofindividuallyproducedgames(Robertson,2012).To support teambased gamemaking, MAGICAL is developing a special fantasythemed authoringenvironmentcalledMAGOSinwhichthevariousfunctionsandmechanicsformakingagamearerepresentedasmagicalpowers.Thesearedistributedamonguptofourplayer/authorswhoinitiallyhavedifferentareasofresponsibility, e.g. game level design, implementation of physics, creation of visuals, integration of soundeffects andmusic. The possibility to exchange powers as requiredduring realtime editing (supported byonlinechat) is intended toencourageand facilitatecooperation,negotiationand,potentially,collaboration.Attentionwillfocusonhowcollaborativeprocessesunfoldbothinsynchronousfacetofacemodeandonline,whether synchronouslyorasynchronously.Other importantaspectshereare the roleof teachermediationandthe impactofMAGOSaffordances,especiallythosedesignedand integratedspecificallyforthepurposeofsupportingcollaboration.Creativityandproblemsolving.Gamemakingbringsawealthofopportunity foraddressingcreativity in itsvariousformsandmanifestations(Eowetal.,2010;Frossardetal.,2011).MAGICALadoptsaholisticapproachtocreativity,consideringitintermsofhumanqualities(Hague&Williamson,2009),processes(Frossardetal.,2011), and the artefactsproduced (Cropley,2001;Amabile1996;Plucker&Beghetto2004;Villalba2008).Drawingbroadlyon theseperspectives, creativity canbe considered tobemanifest in the generation andimplementation of meaningful, engaging and novel solutions in appropriate formats and for particularaudiences.Accordingly,MAGICALs focuson creativity stretchesbeyond the aestheticsof learnerproducedgames to embrace aspects like novel ideas, approaches and solutions, the capacity to draw original orunforeseenconnections,andunorthodoxorimaginativewaysofdealingwithlimitations.A closely related 21CS that couldwell emerge from learning by doingwith collaborative gamemaking isproblemsolving,especiallyinwhatBransford&Stein(1993)defineastheproblemsolvingcycle:recognisingand defining a problem, reflecting on and developing a solution strategy, gathering and analysing ideas,considering/tryingalternatives,evaluating the implemented solution.These canbe related to the cognitiveprocesses that Mayer and Wittrock (2006) identify in problem solving, namely representing, planning,executing,andselfregulating(evaluationofselfefficacyandconsequentadjustment).Asalearningbydoingapproach,collaborativegamemakingcouldofferlearnersopportunitiestoactivatetheseprocesseswithintheproblemsolvingcycle,especiallywhendesignanddevelopment iscarriedout in iterativephases.MAGICALalsoconsidersproblemposing,i.e.thecapacitytodesigngamesandgamesituationsthatarechallengingbutsolvable.Problemposingreflectsattitudes likedesigningforothers(Kafai,Ching&Marshall,1997;Baytak&Land,2010;Owstonetal.2008)andsystems(ordesign)thinking, i.e.appreciationofsystemcomplexityandawarenessofhowindividualelementsinterrelatewithinthewhole(Hayes&Games,2008).ICT literacy. Inthefieldofeducationanddigitaltechnologies,21CSoften fallunderheadingssuchasdigitalcompetences, digital literacy, and ICT literacy (Council of the European Union, 2006; Ferrari, 2012; NETSProject&BrooksYoung,2007).The21CSmetaframeworkmentionedabovedistinguishesbetweentheverybroad concept of information literacy and the more specific area of ICT literacy. For project purposes,MAGICAL focuseson fluencyand fruitfulness in technologyuse;applicationofexisting ICT knowledge;andcritical,iterativeproductionofdigitalartefactsandapplicationofdesignthinking.Communication, critical thinkingandproductivityarenot investigated inMAGICALasdistinct21CS in theirown right but are considered within treatment of the other 21CS. Together with social/cultural skills &citizenship,thesemaybethesubjectoffutureinvestigation.

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4. CollaborativegamemakingintheclassroomMakinggames requiresa rangeofcreativeskills includingproblem finding,problemsolving,evaluationandcommunication (Robertson&Nicholson,2007).Becauseof itscomplexity, teacherswhowish to implementgamemaking in theirclassroomsmightbenefit from theoreticalmodelssupporting their teachingmethods.Resnicks (2007) spiralmodel for creative thinking, for instance, describes an iterative process of imagine,create,play,shareandreflect.Learners imagineanew idea,usethetechnologytocreate it,playwiththeircreation,andshareitaftercompletionwiththeirfriends/peers.Byreflectingontheirexperiencesofworkingon thisproject, theyareable togeneratenew ideas,and so thecyclecontinues.AsimilarmodelhasbeensuggestedbyRobertson&Nicholson(2007)whodescribesixcreativestagesofgamedesign:exploration,ideageneration,gamedesign,game implementation,game testingandevaluation.These steps canbe taken inorder,butitiscommonfordesignerstoreturntopreviousstagesastheirideasevolve.In addition to creative skills, an important aspectof games literacy is the ability to critically review games(Buckingham&Burn,2007).Besidesassessingexistinggames, inthecontextofclassroomgamemaking,thisinvolves theability toselfandpeerevaluategames.Roberston (2012)noted thatthe learnermustdecidewhether the story is compelling,whether the visualdesignof the game is attractive,whether theplayersabilitiesareagoodmatchforthelevelofchallenge,whethertheplayerisgivensufficientautonomyaswellascleargoals,andalsocheck that thebehaviourof thegame isas intendedunderallpossibleconditions (p.386).Collaborationisanimportantaspectofconstructingormakinggames.Inareviewofliteratureoncollaborativegamemakingactivitiesintheclassroom,onlyonestudy(Denneretal.,2005)wasfoundinwhichgamesbuildby teams of at least two learners. In most studies, learners constructed their games individually andcollaborationbetween learnerswasrestrictedtotheevaluationprocess; inan intermediateorfinalphaseofthegamemakingprocesspeersareaskedtorevieworprovidefeedbackforimprovementtothedesigner.Inotherstudies,exploringcollaboration inagamebased learningenvironment,collaborationwasrestrictedtogameplaying,notgamemaking.Dennerandcolleagues(2005)describetheGirlsCreatingGames(GCG)program,whichisanafterschoolandsummer program for sixth through eighthgrade girls designed to address the barriers to girls' activeparticipationininformationtechnology.Studentsweregiventheroleofdesignerbyteachingthemtoprograman interactive computer game. The program thatDenner and colleagues designed uses four simultaneousstrategies that build on key recommendations for overcoming barriers to and providing supports for girls'participationintechnology.Threeofthese(identityformingactivitiesexcluded)mightbedirectlyapplicabletocollaborativegamemaking:Gamedesignandproduction.Theparticipantswereguidedthrough fivegamebuildingsteps:requirementsspecification,userinterfacedesign,prototyping,prototypetesting,andimplementation.Atfirst,theydesignedtheir games on paper from one scene to the next,which they then used as guides for theirwork on thecomputer.Pairprogramming.Theparticipantsworkedinpairs,sharingtimeasdriverandnavigator.Thedriverhandlesmouse and keyboard, while the navigator assists the driver by for instance reading from supportingdocumentation or providing social support for difficult tasks. Pair programming allows for guidance andconstantreviewofkeyeddatabythenavigatortoidentifyerrors,anditprovidesastructureforpeersupportthroughcollaborative learning(WilliamsandKessler,2000).Topreparetheparticipants intheGCGprogram,prioractivitieswereorganizedawayfromthecomputertohelpthemdeveloptheircommunicationskills.Challenging stereotypes. Given the specific goal of the program to stimulate girls interest in IT, femaletechnologystudentsandprofessionalswerebrought intochallengegeekstereotypesbyatoncebeingtechsavvyandhavingwellroundedlives.Theyprovidedbothinstrumentalandpsychosocialsupport.

5. LessonslearnedfromtheMAGICALprojectDuring the MAGICAL project, the project team has developed and evaluated a training programme forteachersandstudentteachersontheuseofgamemakingfordevelopingtransferrableskills.AstheMAGOSenvironmentdescribed insection3hasbeen indevelopmentduringthe initialphaseof training,arangeofdifferentapproachestogamebuildingwereusedtotestthetrainingmaterials.

49


Thecreationnondigitalgames;

Paperprototypingofdigitalgamesandapps;

GamedevelopmentinpairsusingtheSplodersingleuserdevelopmentenvironment.

Engagementwashigh intheworkshopondesigningandmakingagameandthetrainingpackagesprovidedthe stimulus to learnmore. There is an apparent chasm between the training,which is designed to offerhandsonexperiencesasalearner,andthejumptorealclassroomenvironments,withfeedbacksuchas:howdoIdothiswithmypupils?,howtotranslatethisintoaschoolenvironment?,andsomeideaslikebuildingagameinagroupseemedtoocomplexforchildrentodoinanhour.ThedigitalgamebasedworkshopusingSploderwaswellreceived,andtraineesparticularlyenjoyedtheshowandtellaspectofthesessionastheywereinvitedtoplayothersgames.However,thelinkbetweenthegameauthoringtoolandcurriculumcontentwas formanytoovagueandthe lackofconfidenceofsometraineeswasalsoevident.Traineesareonapacked trainingprogrammeandaredesperate forclassroom strategiesthattheycantakeofftheshelfandusetomorrow.Timingofthetrainingsessionswasintheweekbeforethecommencementof the traineesmain teachingplacement, thismayhaveadded to trainee teachersuneasewithmaking links to the classroom as they lacked information about their school, the curriculum, and thepupils.From the literature discussed in this paper, and the experiences during the project, the followingrecommendationsareprovided.Forcollaborativegamemakingactivitiesinalearningenvironment:

It is necessary to give the design team plenty of time to play with the gamemaking software andencountersomeofthedifficultieswithitbeforemovingontodesignactivities.

Beforeusinggamemakingsoftware,designteamscanbeofferedthepossibilitytodesigntheirgameonpaperfirst.Bydoingso,distractionduetosoftwareproblemsorlackofskillsislimited.

Whenworkingonthesamecomputer,eachmemberoftheteamshouldbeassignedaspecificrole,forinstance driver or navigator. This might even be important when team members work together ondifferentcomputers.

Tosupportteacherstousecollaborativegamemaking:

Ensure that teachersareprovidedwith lotsofexamplesofhow touseagamemakingenvironment intheirownspecificcontexts.

Provideexamples(e.g.viapodcastorvideo)ofgamemakinginaction.

Itisimportanttoprovidedetailedinformationonhowtoplanalessonaroundgamemaking,soabankofconcreteexampleswouldbeuseful.

Somestudentswillbeconfidentwiththegamemakingsoftwarestraightaway,butothersmayneedmoresupportwhiletheygetusedtothesoftware.

Thetimingofthetraining iscrucialtoensurethattraineeshavetheopportunitytoputwhattheyhavelearnedintopracticequickly.

Acknowledgements(ITD)

MAGICALhasbeen fundedwith support from theEuropeanCommission.Thispublication [communication]reflectstheviewsonlyoftheauthors,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedtherein.

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