Online games: Computer Games and Learning (Daniel Schwarz)

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SAFER INTERNET FORUM 2010
COMPUTER GAMES & LEARNING
Daniel Schwarz
takomat GmbH
TAKOMAT GmbH | SAFER INTERNET FORUM 2010| Luxembourg 22 OCT 2010
Presentation

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Who plays what?
Who plays? (Germany )
•
FREQUENT playing adolescents: 67%of MALE 22% of
FEMALE
•
FREQUENTLY playing kids: 65%of MALE 47% of FEMALE
• NON-PLAYERS ADOLESCENTS: 19%
•
NOTE: 53%of all PLAYERS in Germany are adults (>=18)
2009: adolescent players: 12-19 y
2008: playing Kids: 6-13 y
KIM (2008) & JIM (2009) Studies from
Medienpädagogischer Forschungsverbund Südwest
n > 1000

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Who plays what?
What do
they play? (Germany )2009: adolescent players: 12-19 y
Adolescent players Playing Kids Total German
Market 2009
Favorite game
genre:
Strategy Games Action (Fun) Action
(Fun+Shooter)
Favorite game
title:
„The Sims“ „Super Mario“ „Call of Duty:
Modern Warfare“
Favorite game
platform:
PC & Console in
equal meassure
PC & Console in
equal meassure
PC & Console in
equal meassure
Online/Offline No difference Offline -

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Who plays what?
What
do the play? (United Kingdom )
2005: adolescent players: 11-15 y
Adolescent players Playing Kids Total UK Market
2005
Favorite game
genre:
Simulation Games Action-Adventure Action
(Sports+Racing)
Favorite game
title:
„The Sims“ „Shrek“ „FIFA06“
Favorite game
platform:
Consoles PC PC & Console in
equal meassure
Online/Offline - - -

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Why do they play?
Why do the play?
Ran
k
Adolescent players +
Adults (>=16) in eighty
European Countries
2010
US-Teens, 2005 German
Adolescents (12-
19), 2009
1
FUN (61%) Fun & Excitement Fun
2 Relaxation (53%) Something to do when
bored
Relaxation
3 Positive way to pass
time (53%)
Challenge of figuring
things out
Communication /
Social Aspects

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Why do they play?
...Well, „FUN“...
...what does that actually mean?
...and what is it good for?

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Why do they play?
• CONFIDENCE
• EMPOWERMENT („I am entitled - I can do it!“)
• PARTICIPATION („I am in the screen!“)
• SELF-EFFICACY & FEEDBACK(„I can influence something, immediate recation to
actions!“, „I can achieve the goal if I really try!“, „I can proove my skills!“)
• CHALLENGE („I want to win!“, „I want success!“)
• BECOME BETTER through learning and aquiring skills
• FEELING COMPETENT
• FEELING OF POWER AND CONTROL
• (PARA)SOCIAL
• MEANINGFUL, VALUE
• ACTION, POWER OVER FUNCTIONS
• Self-paced usage
• REWARD,SATISFACTION
• FLOW

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Why do they play?
When are gamers eminently fascinated?
• SELF-EFFICACY – RESOLVE UNCERTAINTY – UNFOLD
STORY+PROGRESSION
• FRUSTRATION/BOREDOM -> SUCCESS+FEELING of COMPETENCE
• FLOW
• INDIVIDUALITY: CONNECTION TO THEIR REAL LIFE/DESIRES:...when the
players find contact points in the game experience to real-world experience and
needs? (SIMS: Some train relationships with it)
• SANDBOX enables AGENCY+STYLE: Wide scope of actions in a open world to
express oneself (GTAIV: The gore is not decisive, but the possibility to act freely in
the simulation of a city) and give player the feeling of control, influence
• TRY YOURSELF and self-actualize, act out
• THRILL/SUSPENSE through action&story: uncertain ending „Will I make it?“
• RESOLVE CONFLICT
• RELIEF

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Why do they play?
How do they feel when they play?
• Happier
• More active
• More creative
• More excited
• More engaged
...than when using other media like TV, radio

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Next Gen. LEARNING GAMES, part
1
401 students
validated
401 students
validated
EU-STAR
PROJECT
EU-STAR
PROJECT2006-
2008

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Lessons learnt from
FINDINGS & INSIGHTS: ELEKTRA‘s 4M‘s4M‘s
• MMOTIVATION:
• NEUROSCIENCE: Virtual 3D-Characters can establish para-
social learning and enrich the encoding of learning content in
the brain when they show believable emotions.

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Lessons learnt from
• MMOTIVATION:
• PEDAGOGY: Parasocial dimension of learning: Link fate of
game characters to the player‘s learning performance.
• MEDIA PSYCHOLOGY: Background music fosters learner‘s
motivation without distracting from learning task; Similarity-
Attraction principle is valid for virtual characters; Character
should have flaws and quirks (authentic); female players should
be able to choose female player character

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Lessons learnt from
Motivation to
influence
the fate of
avatar and
NPCs
Motivation to
fulfill the
learning task
in order to
help Lisa
Disliking
Enmity
Identification
Liking
Caring
Liking
Caring
Friendly and
helping NPCs /
Galileo, Lisa
Avatar /
George
Hostile NPCs /
Black Galileans
Taking
action /
Learning
Story links the
fate of
characters to
learning tasks
Lisa trapped behind a door
George must open door
In order to open the door,
he must understand
propagation of light
Learning
situations on
propagation
of light
Door
opens /
Lisa is
free
• LEARNING & STORYTELLING: Link learning tasks with
story

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Lessons learnt from
FINDINGS & INSIGHTS: ELEKTRA‘s
4M‘s4M‘s
• MMICROADAPTIVITY:
• COGNITIVE SCIENCE: Maintaining challenge
and flow within a learning situation through
adaptive interventions based on the skill state
and learning behavior of the player in the
situation
• MMACROADAPTIVITY:
• PEDAGOGY:Didactic Design of
ELEKTRA Game covers
8 LEARNING EVENT MODEL
• ExperimentsExperiments
• Creates
• Meta-LearnsMeta-Learns
• Debates
• ImitatesImitates
• ReceivesReceives
• Practices
• ExploresExplores

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Lessons learnt from
• MMETACOGNITION:
• PEDAGOGY: Metacognition was integrated as a pedagogical
feature in a Game Design for the very first time. It enabled self-
assessment (metacognition) and improved cognitive learning.

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2
2008-
2010
658 pupils validated
(until now)
658 pupils validated
(until now)

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Lessons learnt from
FINDINGS & INSIGHTS:
Didactic Game Design for constructivist learning
• PEDAGOGY:
Games as constructivist learning environments result in better learning
compared to static learning content: Pupils learnt better in the game
when the learning content was mediated through ACTION than
through static text and images as in traditional school media.
⇒HOLY GRAIL OF LEARNING GAME DESIGN:
Transform factual knowledge into procedural
knowledge!

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Lessons learnt from
Microadaptivity in personalized adaptive Learning
• COGNITIVE SCIENCE+PSYCHOLOGY:
Non-invasional assessment of the learner‘s cognitive performance
and motivation in a learning situation.
GAME CHARACTER TECHNOLOGY:
The virtual character must be able to react interactively in a learning
game situation and to provide adaptive hinting or motivational
feedback to the learner.

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Lessons learnt from
Macroadaptivity in personalized adaptive Learning
• COGNITIVE SCIENCE+PSYCHOLOGY:
Link the development of storytelling to the development of the
learner‘s knowledge and to her motivational state. A pedagogical
strategy decides on basis of the learner‘s assessment (skill
state+motivation) what game scene and learning content should
be presented next.
⇒ HOLY GRAIL OF INTERACTIVE STORYTELLING:
There is still a debate between partners about a plot-based or
character-centred approach, but both character engine and story
engine are much further developed than comparable technologies in
the game industry.

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3
MAY
2010
10.000 players
so far
10.000 players
so far

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Next Gen. LEARNING GAMES, part 3
Up to 37
attributes

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3

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3
POINTS ACCOUNT INDICATORS

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3
Online Highscore
on OCT. 18th.
Online Highscore
on OCT. 18th.

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3
Online Highscore
on OCT. 18th.
Online Highscore
on OCT. 18th.

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3
Online Highscore
on OCT. 18th.
Online Highscore
on OCT. 18th.

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Lessons learnt from
Empower young learners – and they will learn!
• EMPOWER YOUNG LEARNERS!
You want the young generation to solve the upcoming challenges of
the 21st century? Then give them the power and means to do so.
• LEARNING GAME DESIGN:
In simulation games players always learn the game mechanics in
order to master the game system. If the game mechanics
incorporate all the physical, social, economical and ecological
facts and interrelations of the complex topic , then they will learn
it. Not as a list of facts, but as a complex systemic knowledge
space.

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Lessons learnt from
Games are scientific simulations – with a human
touch!
DLR-Scientist after finishing the design and development work
on E.2010:
„I have never seen such a simulation before. It combines
scientifically correct data and models about the energy
production, -supply and -transportation with the social,
economic and ecologic implications!“

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CONCLUSION
Nefertiti, Akhenaton, and three of their daughters, exhibiting the Amarna style of family values,
throw golden collars, rings, vessels and other ornaments to the priest Aye and his wife. From the
tomb of Ay.
http://www.nilemuse.com/nefertiti/amarna.html#Ancient
SO, HOW DO WE HANDLE KNOWLEDGE IN OUR SOCIETY TODAY?
TODAY, we smirk at the
times in which a pocket
calendar provided power
over people

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CONCLUSION
tomb of Ay.
RULER SLAVES
SUPPRESSIVE
TECHNOLOGY

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CONCLUSION
tomb of Ay.
BUT ARE WE REALLY DOING BETTER TODAY?

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CONCLUSION
For young learners Computer games are the doors of perception
for 21st. Century Skills
GAP:
Currently we prevent our children
from the access to the digital means of our
Knowledge Creation
Computer
simulation for
entertainment
Knowledge
constructionConsumption Knowledge Representation
Computer
simulation as
instrument for the
creation of
scientific
knowledge

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END
Thank you!
dan@takomat.com
Daniel Schwarz
takomat GmbH | Neptunplatz 6b | 50823 Cologne, Germany
www.takomat.com

Online games: Computer Games and Learning (Daniel Schwarz)

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