Futurelab - Consolarium - Console Games Research

Console game-based pedagogy:

A review of Scotland’s Consolarium Initiative

Jennifer GroffPresentation at the Media Learning Conference

London, 2010

Jointly Sponsored Project

Jointly Sponsored Project

PrimaryBalmedie Primary SchoolCathkin Community NurseryCowie Primary SchoolCumbernauld Primary SchoolDalry Primary SchoolElrick Primary SchoolGavinburn Primary SchoolHallside Primary SchoolLairdsland Primary SchoolLonghaugh Primary SchoolMeldrum Primary SchoolMusselburgh Grammar School

SecondaryBo’ness AcademyThe Community School of AuchterarderGrangemouth High SchoolInverurie AcademyPerth High SchoolSt Andrew’s and St Bride’s High SchoolWallace High School

Participating Schools

Participating Schools

console games

The argument for GBLTwo Key Themes:− The desire to harness the motivational power of

games in order to ‘make learning fun’;− A belief that ‘learning through doing’ in games such

as simulations, offers a powerful learning tool.

These findings frame the three key aspects to GBL:• motivation• skill development• immersive learning environments

Kirriemuir & McFarlane, 2004

Games as learning systems

Klopfer, Osterweil & Salen, 2009

Games as authoring systems generating artefactsGames as content systems contentGames as manipulating systems simulationsGames as trigger systems contentGames as gateway systems learning technologyGames as reflective systems illustration Games as point-of-view systems perspectiveGames as code systems programmingGames as documentary systems documentary Games as ideological systems textGames as research systems research Games as assessment systems evaluation

Games as learning systems

Klopfer, Osterweil & Salen, 2009

Games as authoring systems generating artefactsGames as content systems contentGames as manipulating systems simulationsGames as trigger systems contentGames as gateway systems learning technologyGames as reflective systems illustration Games as point-of-view systems perspectiveGames as code systems programmingGames as documentary systems documentary Games as ideological systems textGames as research systems research Games as assessment systems evaluation

Games as content systems Games as manipulating systems Games as trigger systems

Games as reflective systems Games as point-of-view systems

Games as research systems

Methods

Interviews

School Visits / Classroom Observations• 4 schools (case studies)

School Leaders

Teachers Students19 48 150

Example of Console GBL

Guitar Hero with Primary 7

Guitar Hero with Primary 7

Key Findings

GBL approaches...

are an excellent opportunity to engage students in activities which can enhance learning and produce a range of educational benefits

GBL approaches...

need to be well planned and classrooms carefully organised to engage all students in learning and produce appropriate outcomes

GBL approaches...

build on many children’s existing interests, skills and knowledge

and can narrow the gap between children’s home and school cultures

GBL approaches...

can increase communication between parents and teachers and school leaders and enhance parental engagement in children’s learning

GBL approaches...

have the capacity to increase teacher motivation

Teachers often have to overcome a number of barriers and reservations about using game-based learning approaches in classrooms

however, when they do so, they are convinced of the results

Teachers need support, from peers, school leadership and outside resources, in order to use games well for learning and mediate them effectively

Resourcing game-based learning approaches can be difficult but is often more accessible than other technologies

further support would be beneficial

Curriculum for Excellence is seen by the people interviewed for the study as an opportunity to try out new things such as game-based learning complemented by emerging Assessment is for Learning criterion.

Taxonomy

Active learningAuthentic learning contextsClosing the culture gapCollaboration & cooperationCommunicationCritical thinkingDigital literacy skillsEngagement and motivationImproving relationshipsIncreased confidence & self-esteem

Increased teacher motivationInterdisciplinary learningLevelling Literacy & numeracyPlanning, taking responsibility and independent learningPreparation for the futureProblem-solving, trial & errorPupil-teacher rolesResilience

Teacher Perspectives

Benefits relating to teamwork & skills for life: •problem-solving•communication•collaboration•negotiation

which were observed in various ways by teachers

”“Their motivation, you know, they

were totally engaged. They were on task, they were very interested in it.

They spoke about it a lot....They were just highly motivated.

”

“When you see the motivation and engagement for the pupils, I mean that’s your core goal, I

think, as a teacher...if you’ve got that, the learning just comes on

so much more.

”“ And it was the children who

actually organised it themselves...they were dividing their tasks up into you find out

about this and we’ll do that.

”

“ “I saw the [Primary] 2s really using their skills and their language abilities of

persuasion and just the way that they were mature enough to negotiate. On the whole, there was the odd one or two that

didn’t get on but, on the whole the 2s were very good organisers and they

made sure the task actually got done.

Perceived impact on their teaching:

•enjoyment & motivation•classroom management•curriculum organisation•teacher role•teacher skills

Student Perspectives

”“Probably the best topic we’ve ever done.

”

“ It has [impacted how I learn], because you don’t realise it, but you’re kind of learning the same way as you usually do without a Wii game, but it’s just…it feels like you’re having more fun with it. So it has kind of changed, because I know that now it’s pretty much the same, so now I look forward to school a lot more.

Perceived impact on learning:

Perceived impact by students:

•physical activity•increased interactivity•increased challenge & connections•visual•greater collaboration•student-driven

Perceived learning outcomes:

•content

•teamwork & cooperation

•collaboration

•focus & concentration

•creativity & imagination

•coordination, arguing your case, patience, responsibility, organisation, confidence, life skills…and more

failure

”“You learn how to write, it helps you

see the pictures better in your head so you can write about it then.

Perceived impact on writing:

”“ [The project/game-play]

encourages us to work — instead of being bored writing in the jotter, it’s fun playing the game and the better you get it encourages you to play more and want to write.

Perceived impact on writing:

”“You play it less, ‘cos you feel like

you’ve had a go at it, so you do something else…or you play that game, but you don’t really enjoy it ‘cos it’s not the same as at school.

Perceived impact on home game play:

www.futurelab.org.uk

www.futurelab.org.uk /projects/console-games

Jennifer Groffjennifer_groff@mail.harvard.edu

Cathrin Howellsc.howells@hw.ac.uk

Sue Cranmersue.cranmer@futurelab.org.uk