More on IMAGINE: Mainstreaming Serious Games For Learning
Following my previous post IMAGINE: Mainstreaming Serious Games For Learning, there is now a large amount of evidence available to suggest that the use of Serious Games for Learning (SGL) can make a positive impact on learning outcomes at all levels of education.
However, adoption of SGL by policy makers as a mainstream learning remains limited. The Increasing MAinstreaming of Games IN Learning PoliciEs (IMAGINE) Project has brought together and evaluated results from initiatives to-date, in order to launch a powerful effort to persuade policy makers in school-based, adult and vocational education to mainstream SGL in their strategies.
IMAGINE will produce a series of recommendations to policy makers on the use of SGL:
a) with transversal application and
b) for each learning sector
The recommendations will cover multiple dimensions of policy making concerning the introduction of games in education, including:
- education systems
- individual institutions
- use of technology
- economic and financial issues
- cultural and linguistic issues
A most impressive Project Tile is available at http://www.imaginegames.eu/eng/content/download/759/4564/version/1/file/Project_Matrix.pdf,
and works as a for EU funded projects - comparison table, including almost 60 Project Titles, segmented into Game Platforms, Cultural Clues and Languages.
Here is a very small sample.
The project focuses on communities of creative, networking children within the 9-12 age range in the new EU Member States and has produced some significant breakthroughs related to innovative ways of learning, using computer games and mobile learning in schools.
Object of my prior posting Establishing The General Approach For Educational Games, The Elektra game teaches physics with a focus on light propagation and creating shadows. The game is set during the next solar eclipse in Europe in the year 2026. Designed as an adventure thriller, suspense is used as the motivation for pupils to continue and understand the secrets of the game (i.e. to learn).
Much effort was invested in creating characters for the game with a credible and convincing feel. A team at the University of Graz in Austria was responsible for finding the types of characters which best inspire the players to continue learning. Largely influential is the look of the character: whether it is a cartoon or a realistic figure, friendly or sinister in appearance. Research showed that the younger target group prefers realistic color figures, while other factors remained dependent upon the individual player.
The project supports participants in training activities, in the acquisition and the use of knowledge, skills and qualifications to facilitate personal development, employability and participation in the European Labour Market.
The IMAGINE consortium is coordinated by European Schoolnet (EUN) and composed by MDR Partners, University of Ljubljana, Cross Czech, FH JOANNEUM – University of Applied Sciences and Süleyman Demirel University.