Tölvumál - 01.10.2012, Blaðsíða 22

22
exeCutive summaRy
The current paper discusses the relation between Serious Games
(SGs) and formal and non-formal learning based on the eVITA project
experience. The e-VITA project promotes and investigates pedagogy-
driven innovation by defining and evaluating four different pedagogical
approaches. It facilitates knowledge-transfer mechanisms which
integrate Game Based Learning [GBL] with intergenerational learning
concepts. A set of games intending to increase European cultural
awareness by conveying the cross-border experiences of older
Europeans have been developed and the first part of the experts’
evaluation is presented here.
Key words: Serious Games, Case Studies, Evaluation, Informal
Learning, Pedagogy, Evaluation
intRoduCtion
The use of traditional games in education has a long standing
tradition. Games always used to be part of the human learning
experience either in formal or in informal settings. Nowadays, Serious
Games (SGs) have become both a growing market in the video
games industry (Alvarez & Michaud, 2008; Susi et al., 2007) and a
field of academic research (Ritterfeld et al., 2009) receiving attention
from many diverse fields such as psychology, cultural studies,
computer science, business studies, sociology and pedagogy (Breuer
& Bente, 2010).
The fact that people learn from digital games is no longer in dispute.
Research (de Freitas, 2006; de Freitas & Neumann, 2009; Egenfeldt-
Nielsen, 2005; Prensky, 2006; Squire, 2004; Squire & Jenkins, 2003)
has shown that serious games can be a very effective as an
instructional tool and it can assist learning by providing an alternative
way of presenting instructions and content. They can promote
student motivation and interest in subject matter, enhancing thus the
effectiveness of learning. They are doing so by inserting “fun” into
learning, which makes learning more effective.
Research also suggests that today’s students and young people have
a learning style enabled by gaming and learning is deliberately
overlooking the structure and format of formal education (Beck &
Wade, 2004). Learners extensively use trial and error, welcoming
contribution and instruction from peers, and emphasising on ‘just in
time’ learning to fulfil their needs and complete their tasks.
SGs employ strategies, such as differentiated roles, visualization of
performance and just-in-time feedback, to guide learning in ways that
are neither wholly open-ended nor wholly directed but a hybrid of the
two (Squire, 2006, p. 53). It can be used as additional option to
classroom lecturing. The intention of SGs is to address new ways of
ICT based instructional design and at the same time to provide
learners the possibility to acquire skills and competencies. By means
of serious games learners/players should be able to apply factual
knowledge, learn on demand, gain experiences in the virtual world
that can later shape their behavioural patterns and directly influence
their reflection, etc. (Pivec & Kearney, 2007).
FoRmal and non­FoRmal leaRning
In the past diverse attempts were made to define formal, non-formal
and informal learning as well as to provide main indicators for their
occurrence. The CEDEFOP glossary (P. Tissot, 2000; P. Tissot, 2004)
after intensive literature review in Europe defines as follows: formal
learning consists of learning that occurs within an organised and
structured context (formal education, in-company training), and that
is designed as learning, formal learning may lead to formal recognition
(certification). Non-formal learning consists of learning embedded
in planned activities that are not explicitly designated as learning, but
which contain an important learning element. Informal learning is
defined as learning resulting from daily life activities related to work,
family, or leisure. It is often referred to as experiential learning and can,
to a degree, be understood as accidental learning.
Aristidis Protopsaltis, Friedrich-Alexander-Universität Erlangen-Nürnberg (De) (UK)
Lucia Pannese, Imaginary srl (It)
Dimitra Pappa, NCSR Demokritos (Gr)
Sonia Hetzner1, Friedrich-Alexander-Universität Erlangen-Nürnberg (De)
seRious games: FoRmal and
non­FoRmal leaRning