Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Creating opportunities to learn social skills at school using digital games

Acquiring skills for social and emotional well-being is important for inclusive societies and academic achievement. Studies have demonstrated the beneficial link between prosocial behaviours and improved results in curriculum topics. This paper describes a Prosocial Learning (PSL) process for creation and delivery of digital games for children (7-10 yrs) within educational systems that support learning of prosocial skills. The approach combines prosocial pedagogies with advanced ICT technologies and cloud delivery models to create attractive and exciting learning opportunities for children; produce novel digital game-based pedagogies and simplify deployment.Prosociality is a concept that refers to an individual’s propensity towards positive social behaviours. Individuals with prosocial skills are, for example, able to join in conversations, talk nicely, identifying feelings and emotions in themselves and others, identify someone needs help and ask for help. PSL classifies these skills in terms of Friendship, Feelings and Cooperation. By using interactive digital games supported by additional instructive and reflective activities, PSL allows children to learn social skills that can be generalised to real life situations in the classroom, playground and at home.PSL is implemented through a technology platform offering systematic pedagogical support for prosocial games developed by an ecosystem of teachers and games companies. Capabilities include multi-modal sensors to observe emotional affect, game interaction and decision-making. Information is acquired through standard protocols (e.g. xAPI) and evaluated by learning analytics algorithms to provide real-time feedback on player behaviours that are be used for in-game feedback and adaptation, and by teachers to shape follow-up activities. PSL is validated through short and longitudinal studies at European schools to gather evidence for effectiveness. This paper provides early evidence from short studies that will steer larger pan-European trials to test hypotheses, promote to policy makers and to increase adoption of game-based learning in school

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience

The Fish Tank Model for Mobile Game Publishing Business Performance Evaluation

Business intelligence has been applied in the area of game development research for many years. However, few systematic research efforts are focusing on the game publishing side, especially for the mobile game publishing business. We aim to identify and remedy the shortcomings of the existing ARM funnel model for free-to-play mobile game analytics by introducing a new model, the Fish Tank Model, which combines the analysis of players’ behavior with in-game system data to drive the whole process of mobile game publishing. Based on the new model, we also bring and create relevant metrics for effectively measuring the business performance of mobile game publishing. Our main contributions are a survey of business intelligence used in game research and an analysis to reveal the insufficiency of an existing model for game publishing. Finally, we discuss business requirements for mobile game publishing and propose a brand-new model which better suits the free-to-play mobile game publishing business performance evaluation

Knowledge Transfer and Refinements to Connection-Based Employee Work Experience Measures

Recent research provides a completely new method of tracking knowledge transfer and measuring employee experience using co-worker collaboration data. This process could use data collected through employee use of organizational social tools, from email to Twitter, but could also be fed data collected by accounting or other systems that track employee work on organizational projects. The process can also be extended to measure the diversity level of an employee or to tie employees’ past workplace connections to their future performance. \ \ Measuring human experience in an organizational setting has, for the most part, been centered on time-based values such as “number of years worked.” However, the advent of social tools and advances in modern accounting systems and both of their abilities to collect incredibly refined data now allow organizations to move to a more highly sophisticated set of processes for tracking knowledge transfer and using it to calculate human work experience

On Metrics for Location-Aware Games

Metrics are important and well-known tools to measure users’ behavior in games, and gameplay in general. Particularities of location-aware games—a class of games where the player’s location plays a central role-demand specific support in metrics to adequately address the spatio-temporal features such games exhibit. In this article, we analyse and discuss how existing game analytics platforms address the spatio-temporal features of location-aware games. Our analysis reveals that little support is available. Next, based on the analysis, we propose a classification of spatial metrics, embedded in existing literature, and discuss three types of spatial metrics-point-, trajectory- and area-based metrics-, and elaborate examples and difficulties. Finally, we discuss how spatial metrics may be deployed to improve gameplay in location-aware games

Adapting Cognitive Task Analysis to Elicit the Skill Chain of a Game

Playing a game is a complex skill that comprises a set of more basic skills which map onto the component mechanics of the game. Basic skills and mechanics typically build and depend on each other in a nested learning hierarchy, which game designers have modelled as skill chains of skill atoms. For players to optimally learn and enjoy a game, it should introduce skill atoms in the ideal sequence of this hierarchy or chain. However, game designers typically construct and use hypothetical skill chains based solely on design intent, theory, or personal observation, rather than empirical observation of players. To address this need, this paper presents an adapted cognitive task analysis method for eliciting the empirical skill chain of a game. A case study illustrates and critically reflects the method. While effective in foregrounding overlooked low-level skills required by a game, its efficiency and generalizability remain to be proven

On Video Game Balancing: Joining Player- and Data-Driven Analytics

Balancing is, especially among players, a highly debated topic of video games. Whether a game is sufficiently balanced greatly influences its reception, player satisfaction, churn rates and success. Yet, conceptions about the definition of balance diverge across industry, academia and players, and different understandings of designing balance can lead to worse player experiences than actual imbalances. This work accumulates concepts of balancing video games from industry and academia and introduces a player-driven approach to optimize player experience and satisfaction. Using survey data from 680 participants and empirically recorded data of over 4 million in-game fights of Guild Wars 2, we aggregate player opinions and requirements, contrast them to the status quo and approach a democratized quantitative technique to approximate closer configurations of balance. We contribute a strategy of refining balancing notions, a methodology of tailoring balance to the actual player base and point to an exemplary artifact that realizes this process.Comment: 25 pages, 5 figure