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Serious Play project

3 Year Tour of Duty

Multi-researcher

40 Level 1 teachers

15 Level 2 teachers

QLD and VIC

Cross sector

8 Game Master researchers

Action Learning

serious-play.info

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Serious Play researchers

Professor Catherine Beavis, Griffith University

Dr Michael Dezuanni, Queensland University of Technology

Dr Joanne O'Mara, Deakin University

Dr Sarah Prestridge, Grifﬁth University

Dr Leonie Rowan, Grifﬁth University

Professor Claire Wyatt-Smith, Grifﬁth University

Dr Jason Zagami, Grifﬁth University

Associate Professor Yam Sam Chee, National Institute of Education, Singapore

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Serious Play study

the ways in which students with widely different preferences and experience of games and digital culture approach computer game-based teaching in the classroom;

the ways in which the experience of play changes in classroom contexts;

the ways teachers can work with games most effectively, and the kinds of pedagogical practices and approaches that best capitalise on the capacities of games to teach;

the opportunities games provide for creativity, production and innovation;

digital literacies and the ways in which learning through games challenge and extend multimodal literacy learning; and

an assessment framework which can identify and support the multimodal literacies and e-learning capabilities made possible through the use, analysis and creation of games.

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Games in education survey

goo.gl/Yp9h6

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Statecraft X

A social studies learning programme centred on the use of a persistent-world, online multi-player game

on iOS and browsers

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Legends of Alkhemia

A chemistry learning programme centred on the use of a multi-player 3D game

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Analysing Games:

How can the study of games as texts support student learning?
What is similar and what different in teaching games as texts?
What games teach well and not so well when used as texts?
What ways can narrative be constructed in games?
The role of characters and their representation in games?
The use and combination of multimodal elements in games?
The ways in which readers/players are positioned when playing games?
Intertextuality and convergence with related narratives/the same narrative/related genres themes or tropes?
How to ensure all students are involved?
How to manage equity?
What forms of assessment work best when using games as text?
How using games in this way affects pedagogy, curriculum, and the teachers’ sense of self?

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Using Games:

Learning and Computer Games

Investigation phase: Playing, analysing and researching games – what is available and what can be learnt using various games. How do games support or change existing curriculum and what counts as knowledge? What aspects of the curriculum are games best suited to teach? What happens to students who don't like/don't know how to play games?

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Using Games:

Learning and Computer Games

Implementation phase: Game use in the classroom, how this is managed and organised, how games fit in with other teaching and learning processes, what pedagogical processes support and are supported by various games, how students engage with games used for learning. Do games change learning?

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Using Games:

Learning and Computer Games

Assessment: How can student learning be verified, game play experience influence on assessment, how has teacher pedagogy changed when using games, what makes some games more successful than others.

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Using Games:

How are games used in conjunction with other forms of pedagogy and other resources?
What can games teach well in relation to the specific curriculum area?
Are there qualities that make some games more successful than others?
How can you choose the right game?
What is easy and what is hard about teaching with games?
What do students need to know and be able to do to play games effectively?
How do you help them get to this point?
What happens if/when some students are not interested or confident in playing games?
How is equity amongst students assured?
What forms of classroom organization best support the use of games?
How can learning with games be assessed?
How do you manage reflection around the games?

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Analysing Games:

Critical analysis of games

Investigation phase: Playing, reading about and exploring one or more specific games.

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Analysing Games:

Critical analysis of games

Analysis phase: Considering games as specific cultural forms, with particular reference to narrative and aesthetic features, and the ways stories are told in games. Games as exemplars of multimodal texts, intertextuality and convergence, the ways in which narratives cross platforms, and an analysis of games as action and games as text.

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Analysing Games:

Critical analysis of games

Reflection and production phase: Creative and/or analytic responses to the game(s) and a range of responses and presentation.

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Making Games:

What students can learn through making games?
How to support creativity and imagination through making games?
What forms of assessment would best support creativity in the making of games?
How using games in this way affects pedagogy, curriculum, and the teachers’ sense of self?
What is easy and what is hard about teaching students to make games?
The qualities that make games making software more successful than others?
What do students need to know and be able to do to make good games?
How do you help them get to this point?
What happens if/when some students are not interested or confident in creating games?
How is equity amongst students assured?
How can you help students to exercise creativity and imagination through making games?
How can creativity and imagination in making games be assessed?
How do you manage reflection around game making?

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Making Games: Media Literacy and Creativity

Pre-production phase: playing, analysing and researching games – what goes into making a good game? Designing games narrative, characters, levels, play.

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Making Games: Media Literacy and Creativity

Production phase: games production using appropriate games production software, game testing and feedback and final changes to games.

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Making Games: Media Literacy and Creativity

Post-production / distribution: Presenting and playing the game. Reflection on the game and how it could be further improved – what should come next.

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Gameplay

Students

Population

Teachers

95%

83%

<20%

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Game Selection

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Game Genre

FPS
Role-Play
Adventure
Racing
Action
Board/Card
Puzzle
Strategy

Platform
Classic
MMORPG
Fighting
Party
Simulation
Sports

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TPACK

Technology

Pedagogy

Content

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GPACK

Game

Pedagogy

Content

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GPACK

Pedagogy

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GPACK

Content

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Female Male

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Female Male

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Female Male

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GPACK analysis using SEM

Influence Factors

Microsystems

Mesosystems

Exosystems

Macrosystems

Chronosystems

Social Ecological Modelling

Social Ecological Model Analysis for ICT Integration

Thursday 4:15pm

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ICT and Gameplay

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ICT and Gameplay

text

the means for communication. Their forms and conventions have developed to help us communicate effectively with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word as in film or computer presentation media

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