Assessing the prevalence of game based learning in vocational training in ireland
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Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland. Mr. Brendan Kelleher, Dr. Patrick Felicia Waterford Institute of Technology. About me. Developer/researcher for the G ame- B ased L earning (GBL) research g roup at Waterford Institute of Technology

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Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

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Assessing the prevalence of game based learning in vocational training in ireland

Assessing the prevalence of Game-Based Learning in Vocational Training in Ireland

Mr. Brendan Kelleher,

Dr. Patrick Felicia

Waterford Institute of Technology


About me

About me

  • Developer/researcher for the Game-Based Learning (GBL) research group at Waterford Institute of Technology

  • Design and develop websites, apps and educational games

  • Research Interests:

    • Game-based learning

    • Artificial intelligence


Activities of the game based learning research group

Activities of the Game-Based Learning research group

  • Specialise in the design, deployment and evaluation of GBL solutions

  • Interested in furthering the understanding of how games can improve both motivation and learning outcomes

  • Organise GBL events:

    • Presentations from members

    • Workshops

    • National and international conferences


Overview

Overview

  • Background of the study

  • Objectives of the project

  • Data collection & analysis

  • Challenges

  • Useful Links

  • Resources


Background of the study

Background of the study

  • GBL is a highly motivating and stimulating medium (Bixler, 2005)

  • Learning seems to be conducted in a traditional way in Vocational Education Committees (VEC)s despite technology use becoming ever more widespread

  • There is little mention of GBL in teacher training and some teachers were never formally introduced to facilitate its use for their classes


Background of the study1

Background of the study

  • Part of a European fundedproject examining the use of mobile devices and GBL for vocational education

  • Mobile Games Based Learning Vocational Education & Training (MoGaBaVET) research project

  • The study is focused on assessing and finding the best methods for creating, analysing and deploying game-based learning for vocational education


Background of the study2

Background of the study

  • It also examines the possibility of utilising mobile devices

  • The partners includes five organisation:

    • Humance AG, Germany

    • Bildungszentren des Baugewerbes (BZB), Germany

    • Waterford Institute of Technology, Ireland

    • Fundación Laboral de la Construcción, Spain

    • Stiftung ECAP, Switzerland


Background of the study3

Background of the study

  • How game-based learning can help teachers:

  • “to understand the role of a teacher as a facilitator of instruction” (Sardone& Devlin-Scherer, 2009)

  • Can encourage different forms of learning. Eg. gesture based learning, augmented reality etc…

  • Allows the learner to take ownership of learning


Background of the study4

Background of the study

  • How game-based learning can help learners..

  • Reduce any inhibitions toward learning

    - “Players learn through their games to handle cultural relativity and to deal with different people and roles”. (Prensky, 2002)

  • Identify their weaknesses through gameplay in a safe environment

    - “Educational gaming encourages active learning and risk taking in an environment where real-world consequences are diminished “. (Gee, 2007)


Background of the study5

Background of the study

How game-based learning can help learners:

  • Allows learners to reflect on their experiences

  • Encourages the learner to be involved in the learning process (sense of control and ownership of learning)

  • Improves skills through repetitive play

    - “Players of computer and video games not only learn how to do things in terms of knowing the procedures, but they also practice the skills until the learning is internalized and becomes second nature”. (Prensky, 2002)


Objectives of the project

Objectives of the project

  • To examine the use (or lack of use) of Information & Communications Technology (ICT) and games by teachers in Vocational Education

  • To identify teachers’ perception of GBL as well as their attitudes and expectations regarding the use of GBL in a classroom environment

  • To guide the design and development of a GBL solution for vocational education


Data c ollection methodology

Data collection: Methodology

  • Contacted 33 Vocational Education Committees (VEC)s around Ireland

    • Made the online survey available to the teachers in the VECs

    • Followed up initial email with reminders

    • Phone interviews with teachers from three Youthreach centres

  • Data collection in May 2013

    • Planning to extend until September/October


Data collection target groups

Data collection: Target groups


Data c ollection structure of the survey

Data collection: Structure of the survey

  • Seven sections examining:


Data collection objectives of the survey

Data collection: Objectives of the survey

  • Examine ICT use

  • Assess any previous use of games for learning

  • Assess any previous use of mobile devices for learning

  • Identify teachers’ beliefs regarding the motivational and pedagogical benefits of using games for learning


About the respondents

About the respondents


About the respondents1

About the respondents


About the respondents2

About the respondents


About the respondents3

About the respondents


About the respondents4

About the respondents


I nformation t echnology it proficiency

Information Technology(IT) proficiency


It proficiency

IT proficiency


It proficiency1

IT proficiency


It proficiency2

IT proficiency


It proficiency3

IT proficiency


I nformation c ommunication t echnology ict for teaching and learning

Information & Communication Technology (ICT) for Teaching and Learning


Ict for teaching and learning

ICT for teaching and learning


Ict for teaching and learning1

ICT for teaching and learning


Ict for teaching and learning2

ICT for teaching and learning


About those who have never used educational games for teaching

About those who have never used educational games for teaching


About those who have never used educational games for teaching1

About those who have never used educational games for teaching


About those who have used educational games for learning

About those who have used educational games for learning


About those who have used educational games for learning1

About those who have used educational games for learning


About those who have used educational games for learning2

About those who have used educational games for learning


About those who have used educational games for learning3

About those who have used educational games for learning


Mobile games for learning

Mobile games for learning


Mobile games for learning1

Mobile games for learning


Mobile games for learning2

Mobile games for learning


Mobile games for learning3

Mobile games for learning


Motivational and pedagogical support

Motivational and pedagogicalsupport


Motivational and pedagogical s upport

Motivational and pedagogicalsupport


Motivational and p edagogical s upport

Motivational and pedagogicalsupport


Motivational and p edagogical s upport1

Motivational and pedagogicalsupport


Motivational and p edagogical s upport2

Motivational and pedagogicalsupport


Motivational and p edagogical s upport3

Motivational and pedagogicalsupport


Motivational and pedagogical support1

Motivational and pedagogical support


Challenges

Challenges

  • No time to consider using games

  • Afraid to try something new…

    • …go with what is safe and familiar

  • Overly complicated rules…

    • …difficult to see any clear pedagogical benefit


How teachers feel

How teachers feel…


Challenges1

Challenges

  • Continual Professional Development (CPD) does not explore the use of games as a learning strategy

  • Learning should be learner-centred

  • Move away from rigidly defined courses

    • Use games as an additional resource


Challenges2

Challenges

  • Technology is to a large degree under utilized for education.

    • Lack of direct funding

    • Inconsistent use

  • Lack of a clear guideline to adopt GBL for vocational education

  • Need for an integrated approach to provision of VET in Ireland


Food for thought

Food for thought…

Teachers need time to test and trial GBL!

Resources must be centralised!

Teachers need access to resources, anywhere, anytime!


Useful links

Useful Links

  • Links worth checking out:

    • http://etuitionnetwork.ning.com/

    • http://www.fit.ie/

    • http://www.engagelearning.eu/teachers


Thanks for listening

Thanks for Listening

  • Email: [email protected] or [email protected]

  • www.gbl-research.com

  • @gblresearch or @brendecimus


References

References

  • Bixler, B. (2005). Motivation and its relationship to the design of educational games. Paper presented at the New Media Consortium (NMC) Online Conference on Educational Gaming, Internet.

  • Gee, J. P. (2007). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

  • Prensky, M. (2002) What Kids Learn That’s POSITIVE from Playing Video Games.

  • Sardone, N. B., & Devlin-Scherer, R. (2009). Teacher Candidates' Views of Digital Games as Learning Devices. Issues In Teacher Education, 18(2), 47-67.

    • Spotlight on VET, Ireland. http://www.cedefop.europa.eu


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