The Optimal Level of Children’s Participation in the Design of Games-Based Learning

1. The Optimal Level of Children’s Participation in the Design of Games-Based Learning Matthew Bates, Nottingham Trent University, UK 5th European Conference on Games-Based-Learning The National and Kapodistrian University of Athens, Greece20-21 October 2011

2. Wiki knowledge Video tutorials Media-rich blogs Motivation Why use a design-based approach to games-based learning? • Gaming is becoming the new ‘third place’ • Has the potential to inspire community learning • Play requires exploration, conversation and collaboration • Which encourages creation of peripheral game resources The Optimal Level of Children’s Participation – Matthew Bates

3. Research Design Hypothesis: Serious games design projects modelled on higher rungs of Hart’s Ladder and hence higher participation of children will produce greater educational artefacts. Methodology: > Druin’s (2002) methods of ‘participatory design’ • qualitative research based on field observations • using low tech materials to prototype new ideas > Steinkuehler’s (2004) ‘thick description’ of learning process • video footage of interactions used with observation schedule • post project review and reflection via presentation of work The Optimal Level of Children’s Participation – Matthew Bates

4. Hart’s Ladder The Optimal Level of Children’s Participation – Matthew Bates

5. Investigation 1: Library Service • Level 8 of ladder: ‘Children initiated and directed’ participation • Goal: promote school library facilities to fellow students • Via weekly after school club with self selecting participants • Facilitation: passive; simply initiate and observe tasks • Result: 50% games completed which lack learning content The Optimal Level of Children’s Participation – Matthew Bates

6. Investigation 2: Secondary School • Level 4 of ladder: ‘Assigned but informed’ participation • Goal: inform primary pupils about secondary school life • Via weekly Art & Design school classes with sample class • Facilitation: active; discuss and assist with designs • Result: 83% designs completed and approved by collaborators The Optimal Level of Children’s Participation – Matthew Bates

7. Investigation 3: Library Service • Level 6 of ladder: ‘Adult initiated, shared decisions’ participation • Goal: collaborate on single design with clear learning objectives • Experimentation of ideas using basic tools (pack of cards) • Implementation handled by facilitators to optimise time • Result: game now used in school visits by library service The Optimal Level of Children’s Participation – Matthew Bates

8. Investigation 4: Probation Service • Scalability of approach using participation at level 6 of ladder • Goal: can approach benefit adults at risk of social exclusion? • Weekly design workshops using university facilities • Working as design team of offenders, tutors and researchers • Result: participants invited to present work at national level • Both process and product accredited by service for future use The Optimal Level of Children’s Participation – Matthew Bates

9. Conclusions Elevating learners to design partners: • creates powerful learning environments • but requires facilitation regardless of age and experience • must balance of learner input with educator experience • balanced approach applicable and scalable to a range of students The Optimal Level of Children’s Participation – Matthew Bates

10. References • Bates, M., Brown, D., Cranton, W., and Lewis, J. (2008). Playing to win: motivation for teaching and learning in today’s gaming culture. Paper presented at Interactive Technologies and Games (ITAG), November 2008, Nottingham, UK. • Bates, M., Brown, D., Cranton, W., and Lewis, J. (2009). A design for learning: exploring serious games design with children. Paper presented at Interactive Technologies and Games (ITAG), October 2009, Nottingham, UK. • Bates, M., Brown, D., Cranton, W., and Lewis, J. (2010). Formulating a serious games design project for adult offenders with the probation service. Paper presented at Interactive Technologies and Games (ITAG), October 2010, Nottingham, UK. • Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology, 21(1), pp.1–25. • Steinkuehler, C. (2004). Learning in massively multi-player online games. Proceedings of the 6th international conference on learning sciences (ICLS), June 2004, Santa Monica, CA, USA, pp. 521-528. The Optimal Level of Children’s Participation – Matthew Bates