Puzzle-based Games as a Metaphor for Designing In Situ Learning Activities
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Transcript of Puzzle-based Games as a Metaphor for Designing In Situ Learning Activities
PUZZLE-BASED GAMES AS A METAPHOR FOR DESIGNING IN SITU LEARNING ACTIVITIES
Javier Melero, Davinia Hernández-Leo, Josep BlatInteractive Technologies Group
Universitat Pompeu Fabra
ECGBL 2013, Porto, Portugal, 3 October 2013
Supporting teachers as designers of their own gamified situated m-learning activities
CONTEXT
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How can we support teachers as designers of their own situated m-learning activities?
Research Question
ECGBL 2013, Porto, Portugal, 3 October 2013
M-learning: learning anytime / anywhere (Rogers, 2008)
Situated learning activities:
• Educational benefits: motivation, stimulation, entertainment, exploration skills and self-assessment (Davis, 2002; Santos et al., 2011)
• Looking for promoting students’ reflection, and avoiding being focused just on achieving higher scores
• Must be aligned with the requirements of the specific educational settings: It becomes crucial to involve teachers in the design of these types of learning activities (Tornero et al., 2010)
To what extent teachers are able to design this kind of situated m-learning activities
RESEARCH PLAN
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Adopted approach: A Metaphor considering puzzle and game factors
Proposed Solution
ECGBL 2013, Porto, Portugal, 3 October 2013
Educational Games: Strengthen and support school achievement, motivation, encourage active learning, attention and concentration (Ke, 2008; Oblinger, 2004; Sedig, 2008)
Puzzles: Potential educational strategy to feasibly involve participants as game designers (Crawford, 1982). Engage students in the subject topics, foster students’ problem solving, analytical and memory skills (Huang et al., 2007; Bottino et al., 2008)
Board Physical space where the activity is performed
Slots Questions designed for the gamified learning activity
Pieces Options associated to each question
Puzzle Group of slots
Level Levels as geographical zone
Points Correct/Incorrect answers, consulting hints
Bonus Extra points when all questions from a level have been correctly answered
Feedback Textual information associated to ranges of points
Hints Textual information of help to guide students to find the correct answer
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RESEARCH PLANDesign-based Research Methodology
Methodology involving continuous cycles of:
ECGBL 2013, Porto, Portugal, 3 October 2013
Design Enactment Analysis Re-design
Paper-based Templates http://youtu.be/BTSsXa_e-6M
Questionnaires
Observations
Log files
Several data gathering techniques
teachers students
Discussion Groups
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RESEARCH PLAN
ECGBL 2013, Porto, Portugal, 3 October 2013
Evaluations of the Proposed Approach
Evaluations in 4 Real Learning Contexts
RESULTS:
• The approach enables the creation of gamified in situ learning activities depending on the teachers’ needs
• Different design strategies: number of levels, punctuation mechanisms, hints, etc.
• Problems understanding the “level” element
Discovering L’H Discovering VicDiscovering Sant
SadurníDiscovering the
MNAC
Learning about the heritage of the city of
l’Hospitalet
Learning about the city of Vic and its art
history
Learning about the heritage of Sant
Sadurní
Learning about different pictures of
the museum
7 teachers ,using the paper-based
templates
1 teacher ,using the paper-based
templates
7 teachers ,using the paper-based
templates
1 teacher,using the paper-based
templates
74 students ,using “QuesTInSitu:
The Game”
64 students ,using “QuesTInSitu:
The Game”
43 students ,using “QuesTInSitu:
The Game”
36 students,using “QuesTInSitu:
The Game”
RESULTS:
• Students enjoy the proposed approach
• To offer the students the possibility of moving to next levels without completing correctly all the questions
• Discrepancies when subtracting points
• Students avoid to access to the hints
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Conclusions
• A puzzle-based metaphor to facilitate teachers the design their own gamified situated m-learning activities
• The metaphor has been positively valued by teachers and students
• The metaphor has been proved a feasible approach to define gamified situated learning activities to different contexts and educational purposes
• The use of paper-based templates have been positively valued for structuring the content of the activities
Next steps
• Creation of an authoring tool compliant with the proposed approach
• Understanding the effect of the rules information presented to the students (details regarding the adaptive functioning of the points or accessing to the hints)
CONCLUSIONS
ECGBL 2013, Porto, Portugal, 3 October 2013
MORE INFO. Javier Melero | Universitat Pompeu Fabra | [email protected] | http://www.javiermelero.es
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Conclusions
• A puzzle-based metaphor to facilitate teachers the design their own gamified situated m-learning activities
• The metaphor has been positively valued by teachers and students
• The metaphor has been proved a feasible approach to define gamified situated learning activities to different contexts and educational purposes
• The use of paper-based templates have been positively valued for structuring the content of the activities
Next steps
• Creation of an authoring tool compliant with the proposed approach
• Understanding the effect of the rules information presented to the students (details regarding the adaptive functioning of the points or accessing to the hints)
CONCLUSIONS
ECGBL 2013, Porto, Portugal, 3 October 2013
MORE INFO. Javier Melero | Universitat Pompeu Fabra | [email protected] | http://www.javiermelero.es