Cyber Learning – Play, Games and
Evidence Based Design
Jarmo Viteli
University of Tampere, Finland
School of Information Sciences
There is a LETTER
coming to you…
•Have you get it?
Most expected letter in Finland among
900.000 people
Story today
• Games and learning
• Learning analytic and quality of learning
• Evidence based design
It’s all about Learning
• Learning is the act of acquiring new, or modifying and reinforcing,
existing knowledge, behaviors, skills, values, or preferences and
may involve synthesizing different types of information.
• Learning is not compulsory; it is contextual. It does not happen all at
once, but builds upon and is shaped by previous knowledge.
• Learning may be viewed as a process, rather than a collection of
factual and procedural knowledge. Learning produces changes in
the organism and the changes produced are relatively permanent.
• https://www.youtube.com/watch?v=BYMd-7Ng9Y8
Do we learn better in digital learning
environments?
• Wrong Question!
• You should ask: In what circumstances, with what type of
learner and how to implemented digital learning activities
and games will produce desirable learning results
• You do not achieve knowledge creation through
containerization, you achieve it through collaboration.”
“Anyone who makes a
distinction between
games and learning
doesn’t know the first
thing about either”
-Marshall McLuhan
We agree, FUN-project
A Finland-U.S. Network for Engagement
and STEM Learning in Games
Serious Games
• Serious games have been defined as “games
that do not have entertainment, enjoyment or fun
as their primary purpose” (in Dajouti et al,
Michael & Chen, 2005).
• http://about.glasslabgames.org/about/
What research says about games and
learning?
• 11 meta-analyses (78 individual studies) about
games and learning (2005 -2014)
• Many critical aspects:
• What was actually studied?
• Role of Moderator Variables?
• Methodology of research (pre-post etc.)
Results
Most of the studies found positive results but
• It is hard generalise because
• The role moderator variable is strong
• Simulation games seems to be effective
• Time on task – motivation
• ”Under what kind of circumstances games are effective
for learning?”
• More rigor research is needed
Our vision: How To Design Games for
Education - From Anecdotes to Evidence –
Need
Benefits
Evidence-based design and
pedagogical validation of
educational games
Guidelines for improving your product
informed by evidence-based research and
learning analytics.
Accelerate products’ entry to market and
reduce the investment risks
Approach
Competition
Validated, comprehensive approach
to designing and evaluating
educational games
Alternative for educational game
development typically based on only
anecdotes and intuition
Companies ja Cyber-Learning
• 77 % (US) 51 % (Europe) companies utilies CyberLearning
• Growth has been estimated to be 13 % per year
• Learning opportunities always available
• From microlearning to long term programmes
• Value chain in Corporate learning
• Capacity, competencies, control (Corporate goals)
• Needs, Design, Implementation,Evaluation
Elements of Digital Learning
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Flipped classroom
Modularization
Blended Learning
Direct Performance Support
PLE, PLN
Augmented Reality, Visual Learning
Games and Gamification
Learning analytic
Massive Open Online Education (MOOC)
• https://www.edx.org/how-it-works
• https://www.coursera.org/
• https://www.coursera.org/course/univteaching10
1
• https://www.futurelearn.com/
• https://www.udacity.com/
Some Models of Online Learning
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MOOC – Massive Open Online Courses
SPOC – Small Private Online Courses
SOOC – Selective Open Online Courses
POOC – Personalised Open Online Courses
TORQUE – Tiny,Open Online Courses focusing
on quality and effectiveness
The Boy Genius of Ulan Bator
Games and learning analytics
• http://theinnovationenterprise.com/summits/gami
ng-analytics-san-francisco-2015
• https://www.khanacademy.org/
Stanford online-strategy – Improve quality of
education through online-education
• Three level:
• 1. Our own student at Campus– Flipped
classroom
• 2. Our own students outside campus
• 3. Globally – social responsibility
• To develop constantly online education through
research – www.stanford.edu/lytics
Provide data and feedback
• How to support learners in digital learning environments?
• How to empower teachers, principals, lectures, directors
constantly develop their teaching and learning activites?
• Provide them uptodate-information just-on-time.
• Challenge them to work together
• http://opeka.fi/en
Future learning spaces – working alone is over!
http://www.microsoft.com/microsoft-hololens/en-us
Evidence Based Research and Design
• We need more evidence based research and design
• Empowering educators, advising decision makers –
Opeka and other tools
• To better understand ”in what circumstances, with what
type of learner and how to implemented digital learning
activities and games will produce desirable learning
results”
• Could we do this together?