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Digital Game Based Learning Proceedings of the 4Th International Symposium for Information Design 2Nd of June 2005 at Stuttgart Media University

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Digital Game Based Learning Proceedings of the 4Th International Symposium for Information Design 2Nd of June 2005 at Stuttgart Media University Michael Burmester, Daniela Gerhard, Frank Thissen (eds.) Digital Game Based Learning Proceedings of the 4th International Symposium for Information Design 2nd of June 2005 at Stuttgart Media University Digital Game Based Learning Proceedings of the 4th International Symposium for Information Design 2nd of June 2005 at Stuttgart Media University Michael Burmester Daniela Gerhard Frank Thissen (eds.) Impressum Universitätsverlag Karlsruhe c/o Universitätsbibliothek Straße am Forum 2 D-76131 Karlsruhe www.uvka.de Dieses Werk ist unter folgender Creative Commons-Lizenz lizenziert: http://creativecommons.org/licenses/by-nc-nd/2.0/de/ Universitätsverlag Karlsruhe 2006 Print on Demand ISBN 3-86644-010-3 Editorial Learning and gaming: does this fit together? Can we use the idea of computer games to make use for learning purposes? Who will benefit from this? Does learner learn better or more motivated, when they play games in order to acquire content? Is it more fun to learn by games? According to Marc Prensky’s new book children sitting at their digital learning game would say “Don’t Bother Me Mom — I’m Learning!” Will that become true? The European project SIG-GLUE, the “Special Interest Group for Game-based Learning in Universities and lifElong Learning” (www.sig-glue.net) tries to bring together experts and practitioners in the field of digital game based learning in order to discuss and exchange information concerning the questions mentioned above. The main goal is to promote more and better use of better learning games. Furthermore, the project would like to convince non users of digital games of their educational value, to encourage and support game developers in the creation of better educational games, and to make educators aware of how to use games more effectively in education. On the 2nd of June 2005, the 4th International Symposium for Information Design at the Stuttgart Media University in Stuttgart, Germany, was organised in cooperation with the SIG-GLUE project in order to give experts from research and game design the chance to present their ideas on “Digital Game Based Learning”. This book contains the presentations of that Symposium. The authors of this book present an overview of ongoing research and development projects in the field of digital game based learning. At the beginning of the book we will get an introduction into SIG-GLUE and the SIG-GLUE community. Maja Pivec (coordinator of SIG-GLUE) and Anastasia Sfiri from FH Joanneum Graz, Austria, introduce the SIG-GLUE project, showing the objectives and the possibilities to participate in the SIG-GLUE community. The central platform for information ex- change and discussion is the SIG-GLUE web site www.sig-glue.net. Ioannis Antonellis, Christos Bouras, Apostolos Gkamas and Vassilis Poulopoulos from the Research Academic Computer Technology Institute (CTI) from Patras, Greece, describe the intentions and the technical implementation of that communication platform. 5 A very good introduction in basic considerations of digital game based learning is done by the following three contributions. The paper “Categorising and investigating Gender-based Neurocognitive Propensities influencing Gameplay: An Interactions- oriented approach” of Philip Bonanno from the University of Malta describes in very precise ways important foundations of gender-based neuro-cognitive propensities influencing game-play. Boys and girls as well as men and women show significant differences in selecting and using games. Fiona Littleton, Jeff Haywood and Hamish Macleod from the School of Education at the University of Edinburgh in the UK show in their chapter, whether videogame play influence the student’s approach to learning. Results of a comprehensive study are presented and discussed on the basis of the relevant research literature. In the healthcare education virtual patients are in- creasingly used. Michael Begg, Rachel Ellaway, David Dewhurst, Hamish Macleod from the University of Edinburgh show that narrative and game play are an important consideration in making virtual patients useful for students. Intelligent and creative use of modern information and communication technology in order to facilitate learning experience is a central and very important basis for design of digital game based learning. Ulrike Spierling from University of Applied Sciences Erfurt in Germany describes the potential of digital agents for educational applications. The agents are imbedded in simulations, games, and storytelling. The types of agents used in learning applications are described by showing several project examples. Anja Hoffmann from the Design Service Team of SAP AG in Germany and Ido Iurgel and Felicitas Becker from Computer Graphics Center (ZGDV) in Darmstadt, Germany, describe applications of story-telling for learning purposes. They do it on the basis of several very interesting research projects. The interesting European research project YoungNet is presented by Fabian Kempf from the company VITERO GmbH and Karin Hamann from the Fraunhofer Institute for Industrial Engineering IAO. Both organisations are located in Stuttgart, Germany. The Young Net is a virtual learning community platform for pupils in schools. The pupils can play and learn with other pupils at other schools via the YoungNet platform. But, is digital games based learning possible only on the basis of advanced technology? No, is the answer of Lotte Krisper-Ullyett from the factline.com company in Austria, Johann Ortner, professor at different universities in Austria and Barbara Buchegger from the University of Natural Resources and Applied Life Sciences in Vienna. They show that on the basis of simple internet platforms 1000 “Low Tech Games” can be played for learning purposes. 6 What is the effect on pupils and students when learning with digital games? Chris Brannigan and Angela Owen from the software company Caspian Learning in Sunderland, UK, present a case study and show how pupils and educators react to game based learning applications. An extensive evaluation study with students at university level is presented by Michael Burmester, Daniela Gerhard and Frank Thissen from the Stuttgart Media University. The used a dramaturgic approach to e-learning in an e-learning course with over 130 participants, and found what is good and what could be better when using drama in story based e-learning. After having presented theories, foundations, applications and studies concerning digital games based learning it is time to talk about quality standards. Claudio Dondi and Michela Moretti from the research centre and service provider organisation SCIENTER in Bologna, Italy, focus in their contribution on quality in e-learning and quality of digital learning games. We hope that you gain insight of digital games based learning and that you enjoy the interesting contributions of all the authors. Last but not least we hope to see you in the SIG-GLUE community on www.sig-glue.net. It would be nice to discuss and to exchange interesting information on digital game based learning with you. Michael Burmester, Daniela Gerhard, Frank Thissen Stuttgart, May 2006 Acknowledgements First of all, we thank all the authors for providing so brilliant and interesting contributions. In our opinion they enable a broad view into diverse aspects of digital games based learning. Thank you for all your hard work. We would like to thank the Universitätsverlag Karlsruhe to support us in publishing this book. Their pragmatic and supportive approach to all our questions and require- ments was very helpful for us in planning and producing this book. A special thank is for Carsten Heyler for his splendid layout work and his patience with all our changes and refinements until the print version was finished. Thanks to Richard Slade for reading and correcting the English of all the contributions. 7 8 SIG-GLUE: A Special Interest Group for Game-based Learning in Universities and Lifelong Learning Dr. Maja Pivec and Anastasia Sfiri Abstract The SIG-GLUE community has been formed to provide a world wide communi- cation and exchange platform for game-based learning in the field of universities and lifelong learning. The community could be seen as “knowledge pool” i.e. a resource of guidelines and practical examples that can be taken over thus facil- itating the application of game-based learning. In the paper we describe formation process, theoretical background, tools, activities and resources of the SIG-GLUE. Key Words Game-based learning, special interest group, communities of practice 1. Introduction Although games are part of children’s growing up and formal education, digital game- based learning is a novel approach in the area of Universities and Lifelong learning. In the universities’ search for new positioning in the changing setting of lifelong learning, gaming is becoming a new form of interactive content, worthy of exploration. One of the European Projects, exploring this topic is Minerva project UniGame: Game-based Learning in Universities and Lifelong Learning (UniGame). Goals of the UniGame project were as follows: to promote digital game-based learning in Europe, to test different educational games within different subjects in various European countries and to focus on social game forms that include virtual communities and collaborative learning. More details on research results are sampled in guidelines for game based learning (Pivec et al., 2004). 9 A follow up project in the area of games for learning is SIG-GLUE (SIG-GLUE). The aim of SIG-GLUE
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