Tölvumál - 01.10.2012, Page 22

Tölvumál - 01.10.2012, Page 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

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