Tölvumál - 01.10.2012, Síða 23

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According to these definitions we could place SGs learning activities
as non-formal learning activities. Although they are explicitly designed
for learning, if well designed learning occurs as a side effect of
gaming. The approach can be different, if we approach SGs as
learning elements that can be integrated in multiple learning
environments. In this way SGs can be a part of formal, non-formal or
informal learning settings. According to Colardyn and Bjørnåvold
(2005) the different learning forms have to be approach in a two
dimensional framework: 1. Structure of the context, 2. Intention to
learn.
Intention to learn
Structure of the
context
Learning is
intentional
Learning is
non­intentional
Planned learning
activities
Formal
learning
Planned activities
(or contextual
learning)
Non-formal
learning
No planning Informal learning
Table 1: Definiting formal, non­formal and informal learning according to learning intention
and structure of the context. Source: Source: Colardyn and Bjornavold (2005).
Depending on the adopted perspective, SGs can be framed in
different areas of the above table: If defined as an independently
running learning environment with integrate pedagogical elements
such as didactical design, help, phases, assessment and feedback,
social interaction applications, etc. SGs are aimed at intentional
learning and usually embedded in planned learning activities. In this
case we talk about formal learning. If we switch the perspective and
observe Serious Games as one possible didactical element of a more
complex learning environment, which can be intentional (in the
educational context) but also non-intentional (purely gaming) and it
can be planned (in the classroom) or non-planned (everywhere) as
merely leisure activity. Then we can define Serious Games as suitable
elements in every type of learning. And this is one particular gain of
Serious Games in education. Education is heading to a big change.
The lines between formal and informal, planned or unplanned learning
are more and more blurred, and mostly a shift to less formal education
occurs. Sefton-Green (2004) mentions that the use of computer in
and outside the classroom allow children and young people a wide
variety of activities and experiences that can support learning, yet
many of these transactions do not take place in traditional educational
settings, often synonymous for formal learning. In this contextual
change Serious Games contain a great potential to a) set clear
pedagogical aims but at the same time b) provide an open learning
environment, supporting each individual learning choice and learning-
motivation. Serious Games does not restrain when, where and why
learning occurs.
tHe e­vita expeRienCe
The e-VITA project (“European Life Experiences”) proposes an
innovative and creative methodology for intergenerational knowledge
sharing and transfer (intergenerational learning), which combines
storytelling and SGs. Intergenerational learning, which refers to the
sharing of information, thoughts, feelings and experiences between
different generations. Typically this process is informal, taking place
during regular everyday exchanges with older relatives and friends,
but can also be promoted through organised or planned activities
(e.g. elderly people making lectures in schools, school children visiting
nursing homes, reminiscence projects, etc).
e-VITA explores the pedagogic dimension of SGs through the
adoption of four differing approaches, implemented and analysed in
the form of four distinct SGs. Each has the same learner, context, and
representational medium, yet the pedagogic underpinnings are varied
so as to provide a basis for comparative study. The four approaches
include:
1. A narrative-based game which uses storytelling to achieve
engagement and flow; in this respect it can be seen to draw on
oral history pedagogy (King & Stahl, 1990);
2. An experiential game, where the player is transferred into the
state of affairs faced by the narrator, and as such influenced by
situative pedagogy;
3. A puzzle-based game, wherein the player has to solve puzzles
and overcome challenges in order to proceed, and finally;
4. An exploratory game focused on increasing the learner’s zone of
proximal development by directing them to web and other
external material and resources in order to overcome the
challenges or problems presented by the game.
The preliminary validation of the e-VITA prototype (an experiential
game evolving around the adventures of a journalist who has to write
an article about the “East and West block” and the times before the
fall of the Berlin wall) involved a broad target group from several
European countries (Spain, Portugal, Poland, Italy, Greece, UK),
namely young people (school children and young adults) interested in
acquiring intergenerational and intercultural knowledge by means of
game playing. It featured a questionnaire-based evaluation that was
complimented by informal interviews, during which users were asked
to elaborate on their feedback/rating. The three analysis dimensions
included: technical solidity & usability, cognitive & affective aspects
and pedagogical aspects (achievement of learning outcome), yet
particular attention was placed on usability issues and cognitive and
affective aspects, namely on the game’s graphical design, navigation,
story line etc, as well as on its ability to achieve player involvement
and motivation, or to induce enjoyment and emotions (e.g.
gratification). The transferring of factual knowledge was also
investigated.
Overly the game was perceived well. Some aspects of the game were
criticised, yet all attributes have received a positive rating. For example
this was the case with the game’s “graphical design” and “navigation”.
Among the critics some questioned the use of two-dimensional
design which they characterised as “Old”, others the use of
photographs, the design of the characters, the use of colour, the lack
of movement etc. Most users responded that they had no problem
concentrating while enjoying the contents of the game. Yet the
majority disagrees that “the activities proposed in the game were
engaging and “kept interest alive”.
Some differences between age groups (i.e. 20+ and 20- years old
users) and also between female and male respondents were evident,
while there were no significant variations with respect to the country.
Sefton-Green (2004) mentions that the use of computer in and outside
the classroom allow children and young people a wide variety of activities
and experiences that can support learning, yet many of these
transactions do not take place in traditional educational settings, often
synonymous for formal learning.