Vít Šisler

Implementing digital game-based learning in schools: augmented learning environment of `Europe 2045'

It is widely agreed that the traditional process of schooling can benefit from the usage of computers as supportive tools. Of various approaches using computers in education over the last decade, e-learning and edutainment have become the most prominent. Recently, a number of authors have criticised these approaches arguing that they conserve traditional ‘drill and practice’ behaviouristic methods of teaching instead of enhancing and augmenting them. It has been proposed that a ‘paradigm shift’ is needed and that this shift may come through utilizing all the advantages of full-fledged video games, so-called digital game-based learning (DGBL). However, several case studies reported serious problems with the DGBL. Among the most notable issues are the lack of acceptance of games as an educational tool, problems with integration of games into formal schooling environments, and the so-called transfer problem, which is the problem of the inherent tension between game play and learning objectives, the tension that mitigates the ability of students to transfer knowledge gained in the video game to the real-world context. Here, we present a framework for an augmented learning environment (ALE), which verbalises one way of how these problems can be challenged. The ALE framework has been constructed based on our experience with the educational game, Europe 2045, which we developed and which has been implemented in a number of secondary schools in the Czech Republic during 2008. The key feature of this game is that it combines principles of on-line multi-player computer games with social, role-playing games. The evaluation which we present in this paper indicates the successful integration of the game and its acceptance by teachers and students. The ALE framework isolates key principles of the game contributing to this success, abstracts them into theoretical entities we call action-based spaces and causal and grounding links, and condenses them in a coherent methodological structure, which paves the way for further exploitation of the DGBL by educational game researchers and designers.

Flow, social interaction anxiety and salivary cortisol responses in serious games

Serious games are supposed to instigate engagement and, in turn, improve learning. High engagement is frequently connected with a positive affective state and a high flow state. However, the alleged link between a learners affective state, his/her flow state and learning outcomes has not been investigated in detail in the context of serious games. Even less information is available on how serious games may influence markers of physiological arousal. To fill this gap, participants of this exploratory study (N?=?171) played one of the six different serious game-based treatments, while we measured their affect, flow, cortisol secretion and learning achievement. The treatments were supposed to generate different levels of engagement and cortisol responses, because some of them were designed for a single user, while others were team-based, featuring so-called social-evaluative threat (ST) components. Our results revealed that flow was positively related to positive affect and negatively to negative affect. While flow and positive affect were related to learning gains, almost no relationship between either of these three variables and cortisol levels was found. Negative affect and cortisol were elevated in social interaction anxious males in team-based conditions. This study contributes to the limited body of research on the relationship between engagement and learning in serious games. We provide new perspectives on the relationships between flow, positive/negative affect and cortisol. Our findings highlight the fact that team-based serious games with ST components may have adverse effects on learners, particularly males, with high social interaction anxiety. We studied the link between affect, flow, cortisol secretion and learning achievement.Learners participated in one of the six different serious game-based treatments.Flow was positively related to positive affect and negatively to negative affect.Flow/positive affect was related to achievement, but not to cortisol levels.Cortisol was elevated in social interaction anxious males in team-based conditions.

Designing an educational game: case study of 'Europe 2045'

This paper presents a theoretical framework, which has been adopted in designing an on-line multi-player strategy game Europe 2045. Europe 2045 is an educational tool for high school social science courses, aimed at familiarizing students with political, economic, and social issues in contemporary Europe. Apart from learning facts, players develop a range of key skills: discussion ability, negotiation, teamwork, and group decision-making. The presented theoretical framework is based on a critical analysis of crucial issues, which seem to determine the success or failure of development and implementation of an educational game in the formal school environment. It demonstrates key approaches the authors of Europe 2045 have adopted in order to overcome already known problems related to game-based learning. On a general level this paper discusses issues related to formal fact learning in educational systems and the possible role of educational games in enhancing these systems.

Story manager in 'Europe 2045' uses Petri nets

Europe 2045 is an on-line multi-player strategy game aimed at education of high-school students in economics, politics, and media studies. The essential feature of the game is that players face various simulated scenarios and crises addressing contemporary key issues of the unified Europe. These scenarios are branching and can evolve in a parallel manner. In this paper, we present a technique for specifying plots of these scenarios, which underpins the story manager of Europe 2045. The technique is based on a modification of Petri Nets. We also detail one particular scenario concerning the current crisis in Darfur. On a general level this paper discusses the strengths and weaknesses of implementation of Petri Nets in virtual storytelling.

Stories from the history of czechoslovakia , a serious game for teaching history of the Czech lands in the 20th century: notes on design concepts and design process

In the context of curricular history education both commercial entertainment games as well as serious games specifically tailored for educational purposes were employed. Especially the latter types of games were reported as being promising concerning instructional effectiveness. Still, there are not many complex serious games for history education, particularly in the secondary schools context. In this work-in-progress paper, we report on the progress of project Stories from the History of Czechoslovakia, a serious game for teaching history of the Czech lands in the 20th century. We introduce main game concepts, describe two main design challenges we have been facing during the development and how we have addressed them and overview our feasibility study on 71 high-school students. This paper can be informative for researchers and designers working on similar projects.

You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming.

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between competitiveness (as a dispositional trait) and induced positive affect. In this media comparison study with between-subject design, participants (N = 325; high school and college students) learned about the EU’s policy agenda by means of a debate-based method delivered through one of three educational media: a) through a social role-playing game with competitive elements played on computers, b) through a very similar game played without computers and c) through a non-game workshop. Unlike many previous DGBL studies, this study used participant randomization and strived to address the teacher effect and the length of exposure effect, while also using the same learning materials and a very similar educational method for all three treatments. Both games induced comparatively higher generalized positive affect and flow. Participants also learned more with the games. Positive affect, but not flow, mediated the influence of educational media on learning gains. Participants’ competitiveness was partly related to positive affect and experiencing flow but unrelated to learning gains. These outcomes held both when the game was played using computers, as well as without them. The study indicates that the ability of an educational intervention to instigate positive affect is an important feature that should be considered by educational designers.

CYBER COUNSELLORS: Online fatwas, arbitration tribunals and the construction of Muslim identity in the UK

The Internet and satellite TV have introduced substantial innovations in both the production and the consumption of Islamic knowledge. The development of new infrastructures, skills and communication patterns has resulted in the emergence of ‘new media ecology’, where established traditional Muslim authorities compete for audiences with charismatic satellite preachers and Internet-based muftis. This article explores four distinct websites providing normative content for Muslim minorities in the UK. It focuses on the connections between these Islamic websites and global and local Islamic institutions, the interactions between online and offline Muslim communities and the ways in which the normative content online shapes offline religious manifestations and practices. By doing so, it aims to locate the sources of authority associated with these websites and to explore how Muslim identities are built, negotiated and performed in new discursive spaces. Essentially, this article argues that the underlying logic behind Islamic cyber counselling emphasizes the role of self, the privatization of faith and the increasing insistence on religion as a system of values and ethics. It also demonstrates that the popularity of Internet preachers and muftis converges with the broader transformation of contemporary religiosity, which similarly emphasizes the role of the individual. Such transformation promotes a ready-made and easily accessible set of norms and values that might bring order to daily life and define a practical and visible identity. Nevertheless, the article also demonstrates that the Internet has in the long term reinforced culturally dominant social networks and that while fuelling individualization and privatization of faith, the Internet simultaneously asserts conformity and compliance with established religious authorities.

The New Arab Cyberscape Redefining Boundaries and Reconstructing Public Spheres

This chapter analyzes the new Arab media landscape, with a special focus on the growing influence of the Internet in redefining boundaries and reconstructing public spheres in contemporary Arab societies. This includes: preserving authentic cultural norms and religious values while opening the door for more modern and liberal influences; appealing to a pan-Arab audience with its own regional interests and cultural specificities while addressing a broader, transnational audience; asserting conformity and compliance with existing political order and traditional authorities while fueling resistance and public discontent; and engaging in confrontations with external forces and international powers while advocating dialogue and engaging in media diplomacy. Special attention is paid to how and why this complex and hybrid Arab cyberscape may overlap with, or diverge from, the Habermasian notion of the public sphere. These similarities and differences are explored and examined in light of three contemporary challenges confronting the Arab cyberscape: democratization, dialogue, and diaspora.

Towards a novel paradigm for educational games: the augmented learning environment of 'Europe 2045'

This paper introduces the concept of an augmented learning environment into the field of game-based learning. An augmented learning environment (ALE) combines principles of on-line multiplayer computer games with social, role-playing games in order to facilitate the development of key skills and transfer of knowledge. Fundamental features of ALE are discussed through the educational game paradigm, Europe 2045, which has been developed and successfully implemented in a number of secondary schools in the Czech Republic during 2008. On a more general level this paper aims to establish a theoretical and case-study-based methodological framework for game researchers and designers, involved in similar future projects, which capitalizes on the notion of ALE.

Playing Cultural Memory Framing History in Call of Duty: Black Ops and Czechoslovakia 38-89: Assassination

The present article brings game studies into dialogue with cultural memory studies and argues for the significance of computer games for historical discourse and memory politics. Drawing upon the works of Robert Rosenstone and Astrid Erll, we develop concepts and theories from film studies and adapt them to respond to the media specificity of computer games. Through a critical reading of the first chapter of the history-based first-person shooter Call of Duty: Black Ops, the article demonstrates how the game’s formal properties frame in-game experiences and performances, and this way predisposes the emergence of certain memory-making potentials in and through constrained practices of play. Subsequently, an analysis of the serious game Czechoslovakia 38-89: Assassination shows the potentials of game design to facilitate meta-historical reflections and critical inquiries.