Changing attitudes with new learning
methods
Serious games and e-learning
Eline Leen
Innovation in Learning Institute
University of Erlangen-Nuremberg
March 2nd 2012, CAVA Conference, Trollhättan
Outline
1. New learning methods:
- E-Learning and blended learning
- computer based serious games as special form
of E-Learning
- Example: CAVA e-Learning course for
teachers
2. Changing attitudes: Why and how?
3. Changing attitudes with serious games: a good idea?
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Learning with e-learning
Definition:
E-learning is a learning method which uses
electronical or digital media for the
presentation and distribution of learning
material or/and as a support for communication
in the learning context (Kerres, 2001)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Blended learning
A combination of
e-learning
and face-to-face
learning
(Margie, 2003)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Advantages of using e-learning
• Studies show that students learn better with e-learning than faceto-face (Means, Toyama, Murphy & Bakia, 2009)
• E-learning is flexible in time and place
• Learning material that is already known or less relevant can be
skipped (personalized paths)
• Everything can be rehearsed as often as one wants or needs ->
Learning in your own time
• Media elements can enrich the learning material (Videos, Audio,
Links)
• Communication /collaboration tools can be added (forum, chat,
email) to enhance exchange between learners and with tutors
• Gaming elements can be added
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Disadvantages of using e-learning
• No direct face to face contact with
teachers/tutors and other learners -> some
learners might miss direct social contact
Blended learning might be a solution
• Self-regulated learning skills are required -> not
all learners already have them
• E-Learning material with only reading material
etc. might not add much to classical learning
forms -> Multimedia elements should be added
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Principles for good e-learning material
(Dain, Dincic & Wheeler, 2007, Rivera & Roland, 2008)
• Encourage interaction of the learner: communication
between learners, feedback with tutor, self-tests
• Encourage self-regulated learning strategies (when,
how, where and to some extent what to learn)
• Reflection of learned content (summary and test at the
end of every learning unit)
• Appropriate, appealing design for the target group
• Evaluation of the material and the course on a regular
basis
These principles should be integrated in the
CAVA e-learning and serious game material
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Serious games
Definition:
Serious games try to connect playing with learning. They are used to
train social, intellectual or emotional skills. Today serious games are
usually computer based. (Kerres, Bormann & Vervenne, 2009)
In school serious games are usually blended learning programs, not
purely e-learning
When serious games are played in school, students usually need to
apply their science or language skills to solve problems like building a
new city or rescue the world. In an engaging and entertaining way
students learn how to apply their knowledge in a new context.
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Serious games
• Social skills can be trained with serious games
(team work, making friends, taking care of
others) (Brezinka, Götz & Suter, 2007)
• Treatment of psychological problems: The
game creates a save environment where threats
and worries are not present in reality (Coyle, 2004)
Example: ‚Earthquake in Zipland‘: Helps
children to cope with divorce
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Advantages of using serious games in school
(Stapelton, 2004, Behr, Klimmt & Vorderer, 2008)
• Interactivity: This can lead to a greater attention and to a
deeper learner process
• Motivation: if the game is entertaining and engaging, the
students are intrinsically motivated to master the game
• Autonomy: when students can play on their own, they can
decide the speed of learning etc.
• Safe environment: The students can try out different
behavior in a safe environment without consequences
• Emotion: Games can create different emotions better than
by only reading/hearing about a topic
• Identification: Adolescents can identify themselves easier
with an avatar than with a teacher
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Disadvantages of using serious games in
school
• Negative aspects of gaming in general: should gaming be
enforced in school?
• Acceptance: Games are less favored by female teenagers
(depends on the content of the game)
• Accessibility: Enough computers are needed
• Time: Playing games in school takes a lot of time
• Only game playing is not enough: Reflecting after playing is
necessary!
• Attractiveness: If the game is not appealing to the students,
motivation and emotional attachment to the topic might be
low!
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
New Learning Methods in CAVA
An e-Learning platform for
teachers
• Giving the teachers all
relevant information
• Possibility to learn in
their own time and
comfortable
• Adding helpful material
like PDFs, Handouts and
useful links
A serious game for
adolescents
• Not only information, but
also enough input to
change attitudes of
adolescents
• Also emotional and
behavioral components
need to be addressed
more than just a
platform with
material is needed
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Example: The CAVA e-learning platform
• Online self-registration for all interested teachers via
CAVA website ( www.cavaproject.eu ) (coming soon!)
• 4 courses in 4 languages
• 4 Modules per course
1.
2.
3.
4.
•
•
Introduction into the use of the platform
How to use the CAVA game in class and lesson material
Background information about dating violence in adolescents
Background information about serious games
Forum for teachers in all courses
Printable material (Handouts etc.)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Why a CAVA E-Learning Platform for
Teachers?
• Teachers need to feel save to work with the
game and with the topic of dating violence
-> A game without the acceptance of the
teachers is worthless because it is not used in
schools
• Therefore material and possibilities to discuss
and ask questions is necessary
->teacher training concept
© Institut für Lern-Innovation 2011
March 2nd 2012, CAVA Conference, Trollhättan
Example: The CAVA e-learning platform
Link to the English course:
CAVA English course
The links to all the courses will be available soon
on the CAVA website!
www.cavaproject.eu
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
The CAVA Package
•
•
•
•
•
Website
E-Learning platform
Learning material for teachers
Communication tools for teachers
Serious game for adolescents
© Institut für Lern-Innovation 2011
March 2nd 2012, CAVA Conference, Trollhättan
Changing Attitudes
What are attitudes?
• Attitudes are the evaluations and associated beliefs and behaviors
towards an object/topic (McGuire, Lindzey & Aronson, 1985)
• With attitudes we can categorize/structure our environment and
our experiences -> important function for daily life
• They are not stable
• They are learned and based on experiences and assumptions
• Components of attitudes:
1. Cognitive (thoughts, ideas, beliefs)
2. Affective (emotions, feelings)
3. Behavioral (tendency to act in a certain way)
(4. Social: influence of others)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Why is changing attitudes important?
Our main aim in the CAVA (changing attitudes to dating
violence in adolescents) project is to change attitudes
towards dating violence in adolescents if necessary
• The adolescents should not only know why dating
violence is wrong
• But also belief this
• Act like this -> behavior can only be changed if
attitudes are changed (interventions that change
behavior is most effective)
• Develop new values if necessary
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing Attitudes
Base for attitudes change:
3 different processes are possible
(Kolman, 1938)
1.Compliance: Change of behavior changes because of
expectation of a certain reward: Attitudes are not necessarily
changed only the visible behavior is
2.Identification: Change of attitudes because of identification
with the attitudes of somebody the person admires (e.g.
Children adopt attitudes of older siblings)
3.Internalization: the attitude is intrinsically rewarding: Real
attitude change
the attitude fits into the value system of someone
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing Attitudes
Influence of Emotions:
Usually only new information is not enough to change attitudes:
Emotion is also important:
• Positive feelings/emotions in favor of the new attitude are
created or negative feelings against the old attitude
• E.g. Advertising often uses this: e.g. Advertising against
smoking (facts and pictures that produce fear and a negative
attitude)
• Identification with the messenger of the new attitude can
influence emotions about attitudes, too (I like the
messenger, he might have an attitude towards something I
might like too)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing Attitudes:
The source / the messenger needs to be:
• Believable
• Proficient
• It helps if a messenger is similar to the receptor
of the message
• If helps if a messenger is liked by the receptor
And: The receptor needs to be open towards new
attitudes!
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Attitude change
The Elaboration Likelihood Model
True attitude change only happens if cognitive
and affective components are addressed (Berkowitz,
1989)
This means that only information or a lesson is
not enough to change attitudes, but that also
emotions should be addressed
A serious game might help here!
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing attitues with persuasion
Persuasion is an attempt to change attitudes:
Process of persuasion (McGuire, 1989):
Attention &
Interest
Understanding
& Learning
Approval &
change of
attitudes
Maintain new
attitudes
Adapt
behaviour
Adapting new attitudes and behavior is a complicated process that
takes some time! The new attitude has to be integrated in existing
value systems!
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Cognitive Dissonance Theory
• Experience of unease/ guilt if two linked attitudes are
inconsistent or it an attitude and behavior do not
match
people are motivated to change one
attitude or behavior to reach consistency
(Festinger, 1957)
Example: Someone smokes and knows it is not healthy: stops (changes
behavior) or changes attitude (it won’t harm me because I do a lot
of sports)
Example: Someone knows violence is not good: stops or changes
attitude (it is not good but what I do is not really violent as long as
I only insult my girlfriend and do not hit her)
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing Attitudes with the CAVA game:
• Attention and interest: Game has to be appealing / interesting for
the target group
• The new attitudes must be understood (cognitive component):
Game has to be informative
• Emotions need to be addressed (positive emotions towards not
using dating violence): Game has to create positive emotions
• Intrinsically rewarding (fit into existing values or value system
needs to be adapted too)
• Acceptance of new attitudes is important: Identification with the
avatars/ messenger of the game
• Behavior that fits to positive attitudes against dating violence
should be practiced in the game
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Changing attitudes with the CAVA game
A game might be better than a lesson with pure
information, as more components of an attitude
can be addressed with a serious game!
But: If the game is not suited for the target group
attitudes might not be changed because the
emotional and the identification component are
not addressed by the game
Know your target group!
© Institut für Lern-Innovation 2012
March 2nd 2012, CAVA Conference, Trollhättan
Summary
• E-Learning can be a good solution for communicating
information to teachers as teachers like the possibility
to learn self-regulated in their own time
• Serious games can be a good way to interest
adolescents for serious topics and give them
opportunities to try out different behaviors
• Attitudes against dating violence might be created with
a serious game if some principles are fulfilled
(appealing, new information, positive emotions,
identification, train behavior)
© Institut für Lern-Innovation 2012
Thank you very much
for your attention!
Questions?