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Petros ProvelengiosGeorgios Fesakis
Learning Technology and Educational Engineering Laboratory, University of the Aegean, Rhodes,
Greece
Educational applications of Serious Games: The case of the game “Food Force” in primary
education students
ECGBL Athens, 2011
Purpose of the research
To investigate the effectiveness of using a serious game as a teaching-learning tool in the classroom.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Produced by the UN World Food Program (WFP), released in 2005.
“Food Force” serious game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Helping children learn about :
the struggle against global hunger
the importance of humanitarian aid
Game’s aim
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Case studyCase studyCase studyCase study
Research methodology
ExperimentExperimentExperimentExperiment
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
QuestionairesQuestionaires
ObservationObservation
Group interviewGroup interview
RecordingRecording
TestTest
Research tools
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Experime-ntal
Group
Control Group
5th Grade Ano Syros Primary School(13 students)
5th Grade Hermoupolis 1st Primary School(21 students)
Duration of the instructional interventions: 80 minutes
Students of two primary schools classrooms, aged 10-11 years old:Students of two primary schools classrooms, aged 10-11 years old:
Sample of the research
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
To investigate “Food Force” effectiveness in knowledge acquisition and the understanding of the procedures required for sending humanitarian aid to areas in a state of emergency worldwide.
1st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Experimental group Control group
Test (15 questions)
Pre test and Post test
Playing the game Teaching using text and photos
1st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
1st research question – Tests results
Average grades Experimental group Control group
Pre test 8,54 8,05
Post test 11,69 10,38
* Maximum score: 15Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
The statistical analysis of the score achieved in the test given to the experimental group before their engagement with the game (m = 8.54, s = 1.85) and the one given after the game (m = 11.69, s = 2.06) shows a statistically significant difference (t =- 5.588, df = 12-tailed p = 0,000 <0,01).
However, the same result applies to the control group which was taught without the use of the game (t =- 6.468, df = 20-tailed p = 0,000 <0,01).
1st research question– Statistical analysis
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
Research tool : Questionnaire before and after the game
To investigate whether the use of the game by students can result in a change in students attitudes and views dealing with hunger and sending humanitarian aid to areas suffering from malnutrition.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“How much do you care about the feeding problems in different regions of the earth?"
There is a significant difference (t =- 3,323, df = 12-tailed p = 0,006 < 0.01).
2st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“People who haven’t got anything to eat have only themselves to blame for this problem"
There is a significant difference (t =- 3,282, df = 12-tailed p = 0,007 <0,01)
2st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“After having played the game do you feel more sympathy for people facing food problems?”
2st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Do you intend to do something to help people facing food problems?”
2st research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
We could say that, in general, Food Force serious game met its goal to:
Sensitize students about the huge problem of hunger Make them review some of the ideas they had which were proven false. Make them change their attitudes and become more interested. Acquire a positive attitude towards these problems. Feel that they themselves can do something to help.
2st research question - Conclutions
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
To research if such a game, with the characteristics of serious games (not designed with entertainment as the primary objective), may prove attractive to children and acceptable for use in the classroom.
Research tool: Questionnaire after the game
3rd research question
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Did you like Food Force game?”
3rd research question - acceptance of the game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Would you play the game again?”
3rd research question - acceptance of the game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Compare Food Force with the games you usually play at home”.
3rd research question - acceptance of the game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Do you think that the game helped you to learn things you never knew about the feeding problems?”
3rd research question - effectiveness
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Would you like to take part in a real mission by WFP?”
3rd research question – actively involved
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Did you feel satisfied being able to help the people Ceylan?”
3rd research question – actively involved
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
"I did not expect to play a game at school“
“I enjoyed it! It was something different”
“Through the game you both have fun and learn“
"I liked the fact that we played, not because we missed class, but I believe that, through the game, I learned some things I did not know”
“It was like taking part in actual missions”
“It is not right to care only about ourselves, there are other people who need our help”
Group interview - students’ views
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Food Force serious game has achieved its objective to become a learning tool helping primary school students to:
Acquire knowledge on dealing with emergencies and dispatching humanitarian aid to areas suffering from malnutrition.
Become aware of and in some cases change attitudes and perceptions about the global problem of hunger and humanitarian aid.
Research conclusions
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
The game has managed to absorb and immerse students. It mobilized and triggered them to request further information and want to engage themselves more in the problem of hunger and humanitarian aid.
Research conclusions
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
The views (Szczurek, 1982; VanSickle,1986; Randel et al., 1992, in van Eck, 2006) of those who claim that video games promote learning were verified to a great extent .
All four elements of Keller’s theory (ARCS) (1992) for the development of motivation were confirmed: attention, relevance, confidence and satisfaction.
The students felt very comfortable since engagement with games is part of their daily lives, they are the digital natives of the new digital world, as they are called by Prensky (2009).
Research conclusions
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
The most important thing is that the game was an engaging, attractive and enjoyable activity that, in the words of the students, made them feel that they escaped from the usual and neither tired or bored them.
Research conclusions
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Serious digital games have, under certain conditions, the potential to support learning purposes.
It is necessary to further investigate the matter in order to draw secure conclusions about the effectiveness of serious games.
Discussion
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Discussion
The introduction of digital games for learning purposes in an formal educational context cannot be done unwisely and off hand. A systematic selection of materials, instructor training as well as an orderly implementation of an educational process enriched with digital games, are necessary.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens