Petros Provelengios
Georgios Fesakis
Learning Technology and Educational Engineering
Laboratory, University of the Aegean, Rhodes,
Greece
Educational applications of Serious Games: The
case of the game “Food Force” in primary
education students
ECGBL Athens, 2011
Purpose of the research
To investigate the effectiveness of using a serious
game as a teaching-learning tool in the classroom.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Food Force” serious game
Produced by the UN World Food Program (WFP),
released in 2005.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Game’s aim
Helping children learn about :
the struggle against global hunger
the importance of humanitarian aid
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Food Force” videogame
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Food Force” videogame
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Food Force” videogame
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
“Food Force” videogame
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research methodology
Case study
Experiment
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research tools
Test
Observation
Questionaires
Recording
Group interview
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Sample of the research
Students of two primary schools classrooms, aged 10-11 years old:
Experimental
Group
5th Grade Ano Syros Primary
School
(13 students)
Control
Group
5th Grade Hermoupolis 1st Primary
School
(21 students)
Duration of the instructional interventions: 80 minutes
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
1st research question
To investigate “Food
knowledge acquisition
of the procedures
humanitarian aid to
emergency worldwide.
Force” effectiveness in
and the understanding
required for sending
areas in a state of
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
1st research question
Test (15 questions)
Pre test and Post test
Experimental group
Control group
Playing the game
Teaching using text and photos
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
1st research question – Tests results
Average grades
Experimental group
Control group
Pre test
8,54
8,05
Post test
11,69
10,38
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
* Maximum score: 15
1st research question– Statistical analysis
The statistical analysis of the score achieved in the test
given to the experimental group before their engagement
with the game (m = 8.54, s = 1.85) and the one given after
the game (m = 11.69, s = 2.06) shows a statistically
significant difference (t =- 5.588, df = 12-tailed p = 0,000
<0,01).
However, the same result applies to the control group
which was taught without the use of the game (t =- 6.468,
df = 20-tailed p = 0,000 <0,01).
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
To investigate whether the use of the game by
students can result in a change in students attitudes
and views dealing with hunger and sending
humanitarian aid to areas suffering from malnutrition.
Research tool : Questionnaire before and
after the game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
“How much do you care about the feeding problems in
different regions of the earth?"
There is a significant difference (t =- 3,323, df = 12-tailed p = 0,006 < 0.01).
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
“People who haven’t got anything to eat have only themselves
to blame for this problem"
There is a significant difference (t =- 3,282, df = 12-tailed p = 0,007 <0,01)
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
“After having played the game do you feel more sympathy for
people facing food problems?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question
“Do you intend to do something to help people facing food
problems?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
2st research question - Conclutions
We could say that, in general, Food Force serious game met
its goal to:
 Sensitize students about the huge problem of hunger
 Make them review some of the ideas they had which were
proven false.
 Make them change their attitudes and become more
interested.
 Acquire a positive attitude towards these problems.
 Feel that they themselves can do something to help.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question
To research if such a game, with the characteristics of
serious games (not designed with entertainment as the
primary objective), may prove attractive to children and
acceptable for use in the classroom.
Research tool: Questionnaire after the game
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question - acceptance of the game
“Did you like Food Force game?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question - acceptance of the game
“Would you play the game again?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question - acceptance of the game
“Compare Food Force with the games you usually play at
home”.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question - effectiveness
“Do you think that the game helped you to learn things you
never knew about the feeding problems?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question – actively involved
“Would you like to take part in a real mission by WFP?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
3rd research question – actively involved
“Did you feel satisfied being able to help the people Ceylan?”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Group interview - students’ views
"I did not expect to play a game at school“
“I enjoyed it! It was something different”
“Through the game you both have fun and learn“
"I liked the fact that we played, not because we missed
class, but I believe that, through the game, I learned some
things I did not know”
“It was like taking part in actual missions”
“It is not right to care only about ourselves, there are other
people who need our help”
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research conclusions
Food Force serious game has achieved its objective to
become a learning tool helping primary school students to:
Acquire knowledge on dealing with emergencies and
dispatching humanitarian aid to areas suffering from
malnutrition.
Become aware of and in some cases change attitudes and
perceptions about the global problem of hunger and
humanitarian aid.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research conclusions
The game has managed to absorb and immerse
students. It mobilized and triggered them to
request further information and want to engage
themselves more in the problem of hunger and
humanitarian aid.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research conclusions
The views (Szczurek, 1982; VanSickle,1986; Randel et
al., 1992, in van Eck, 2006) of those who claim that video
games promote learning were verified to a great extent .
All four elements of Keller’s theory (ARCS) (1992) for
the development of motivation were confirmed: attention,
relevance, confidence and satisfaction.
The students felt very comfortable since engagement
with games is part of their daily lives, they are the digital
natives of the new digital world, as they are called by
Prensky (2009).
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Research conclusions
The most important thing is that the game was
an engaging, attractive and enjoyable activity
that, in the words of the students, made them
feel that they escaped from the usual and
neither tired or bored them.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Discussion
Serious digital games have, under certain
conditions, the potential to support learning purposes.
It is necessary to further investigate the matter in
order to draw secure conclusions about the
effectiveness of serious games.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens
Discussion
The introduction of digital games for learning
purposes in an formal educational context
cannot be done unwisely and off hand. A
systematic selection of materials, instructor
training as well as an orderly implementation of
an educational process enriched with digital
games, are necessary.
Petros Provelengios & Georgios Fesakis - ECGBL 2011 - Athens