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Challenges in Serious Computer Games adaptation in Learning

Challenges in Serious Computer Games adaptation in Learning. O verview : Diffusion of Innovation. Five attributes can explain 49-87% of the variation in adaption of an innovation (Rogers, 2003): Relative advantage: How much is the innovation perceived as being better than what already exists.

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Challenges in Serious Computer Games adaptation in Learning

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  1. Challenges in Serious Computer Games adaptation in Learning

  2. Overview: Diffusion of Innovation Five attributes can explain 49-87% of the variation in adaption of an innovation (Rogers, 2003): • Relative advantage: How much is the innovation perceived as being better than what already exists. • Compatibility: How well does the innovation match existing norms, values, needs, expectations and previous experiences? • Complexity: How easy is the innovation to use and understand for users? • Observability: How easy is it to observe the advantages achieved from adapting the innovation? • Trialability: How easy is the innovation to try out and experiments with without going all in?

  3. Relative advantage The most important attribute according to Rogers: • Studies show motivation is high-scorer with 25% of all teachers adhering to that. • Advantages very mix & diffuse. • Perceived advantage low on teacher’s priority list

  4. Compability Lots of challenges like lacking game skills, bad fit with educational system and limited capable of evaluating games. Values & beliefs • Lots of negative discussion, seems to be wavering in some countries. • Teacher role, transformation; need to change their role & habitus to harness game's potential. Previous ideas • Games cover a broad spectrum of learning theory, praxis and didactics – some more in line with previous praxis. Actual needs • GBL don't really solve top-priority issues like special needs and too little teacher time. • Many games for non-core curriculum: demands much preparation time and put new demands on teacher.

  5. Complexity Games are NOT necessarily complex but most teachers perceive them as such. Many games ARE complex: plug-ins, installation, drivers, different genres, interface etc. Seen as dangerous to engage with.

  6. Observability In schools it difficult to observe each other and spread new knowledge. See consequences of the intervention.. could probably not be further away than in school.

  7. Tryability Becoming easier to try out games. But still ‘costly’ with one class students on 'challenging' machinery. You are trying out a new format, not just new contents like in books/online resources.

  8. Discussion Do teacher want better learning? Do teachers want more motivated students? A lot don’t..! Just teach the curriculum Use what they already know & use Not put in extensive over-time on ‘hype’ Don’t take chances on unreliable technology They simply want to fulfil their job requirements: GBL is often not solving teachers challenges = no adaptation.

  9. Resources: Serious Games Interactive Corporate: www.seriousgames.dk Global Conflicts: www.globalconflicts.eu Playing History: www.playinghistory.eu Simon Egenfeldt-Nielsen CEO Serious Games Interactive www.egenfeldt.eu

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