Proceedings of the European Distance and E-Learning Network 2013 Annual Conference Oslo, 12-15 June, 2013 ISBN 978-963-89559-3-7 EDUCATIONAL GAMES: PROPOSALS FOR INCLUSION IN THE PROCESS OF LEARNING WITHIN THE FRAMEWORK OF KNOWLEDGE MANAGEMENT Jorge Leon Martinez, Edith Tapia Rangel, National Autonomous University of Mexico UNAM, Mexico Overview Educational game stimulates the acquisition of a discipline, goes beyond acquiring knowledge and developing skills and contributes to achieve greater motivation in students. Although educational games may or may not be supported by ICT, ICT have triggered their development and use in recent years due the following features: easy development and programming of rules, friendly GUIs and platform portability among many other things. Considering the above, the Coordination of Open University and Distance Education (CUAED) entity of the National Autonomous University of Mexico (UNAM), who is responsible for providing technology, intellectual and material support to academic institutions that belonging to the UNAM for the development of ICT supported instructional materials for classroom and distance learning modalities, has encouraged the development of educational games in their various formal and informal education projects, so, on this occasion will present two proposals made: educational games as self- assessments in open online courses and educational games as exercises in a teaching support portal. Introduction Huizinga cited by Garca & Llull (2009) notes that (play is) a free activity standing quite consciously outside ordinary life as being not serious, but at the same time absorbing the player intensely and utterly. It is an activity connected with no material interest, and no profit can be gained by it. It proceeds within its own proper boundaries of time and space according to fixed rules and in an orderly manner. It promotes the formation of social groupings which tend to surround themselves with secrecy and to stress their difference from the common world by disguise or other means. (Garca y Llull, 2009). Game is a human activity that has been present throughout history. The game is generally associated with childhood, however, their presence is noted along the entire life of people. As the game is related to fun and relaxation, it is considered an activity opposed to work, despite this, the game is a means through which societies pass their culture to their members, i.e., Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel 826 The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo ISBN 978-963-89559-3-7 values and norms of conduct and conflict resolution so that they can develop their personality. All this demonstrates the complex nature and operation of the game, which is why it has been approached from very different theoretical frameworks. In this sense, from the educational point of view, the game supports the development of all aspects of the individual so that they can integrate into society, least because: develops in the imaginary world, with freedom and little responsibility; involves people with cultural traditions of the society in which live achieving more familiar and meaningful learning and supports the regulation and organization of joint activity, consensus and social conventions. The features of the game that Garcia and Llull (2009) refers are: the game is free, the game gives pleasure, play a game involves mental and / or physical activity, play is innate, the game has an intrinsic purpose that is enjoy the leisure activity (autotelismo), game organizes actions in a proper and specific way, game is a way to interact with reality, game is a way of self- affirmation, game promotes socialization, game is limited in time and space but is uncertain, because the game is a on-motivator item, has been often used in education to make homework more fun or to achieve specific learning goals by performing a playful activity. When the game is introduced in a learning environment with clear and specific objectives creates an enabling environment for a fun, effective and productive teaching-learning process. Regarding the educational game Prieto (1984) states at the so-called educational games ... are made in such way that cause the exercise of mental functions in a general or in a particular way (Prieto, 1984). Pers (2009) presents a very comprehensive overview of the educational game features, grouped into two main areas: Form-related (playful, funny, emotional, participatory and reflective component; not left to chance educational purpose and without punishments; colours use according to the theme and eye-catching; legible, understandable and conventional fonts and clarity and understanding on the distribution and arrangement of elements) and Content-related (oriented to a specific working subject; specific working objective; clear, concise, specific and appropriate language to the audience it is directed; instructions describing the contents of the game and the processes to follow to complete it; a specific work content to give participants the tools of reflection and thematic analysis; promotion of qualitative or quantitative learning assessment to define achievement of competencies and capabilities of group and individuals. The role of educational games in a teaching-learning environment is: promote interest in the contents, stimulate the decision making, foster collaboration, implement and consolidate the knowledge acquired and encourage the development of skills, propose dynamic educational activities and encourage a students behaviour change. Including educational games in learning environments has some advantages such as allow new content presentation and review and consolidate learning, cause pleasure and develop creativity and imagination achieving creative game and fun learning and assist in the Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo 827 ISBN 978-963-89559-3-7 conversion of the student as an active element of the learning process making him protagonist of the educational act. Considering as a fact the inclusion of the game in the teaching-learning environments, has been sought new ways to present it considering the wide range of possibilities offered by the Information and Communication Technologies (ICT). There are multiple signs that support this union, like the benefits that ICT offer to the educational such as: availability at any time and anywhere; teaching-learning process where the student is the protagonist; reduction of operational restrictions; self-assessment during the process; tracking by feedback, add of complementary cognitive dimensions of teaching and learning, and self-assessment that generate a greater satisfaction. Also support the dual educational games-ICT the media contributions to the teaching-learning process including: upper and stimulating learning; learning is achieved in less time; interactive features to enhance a positive effect on the learning; and achievement of improved individual understanding based on activities group. With respect to the benefits that educational games supported by ICT bring to the teaching- learning processes are: closely related theory with real-life situation, bring innovation, variety and usually immediate feedback, provide an environment that surrounds people for long periods of time and where they return frequently; allow the acquisition of large amounts of information; a process that is reinforced by repetition; propose an innovative method to reinforce the facts and to acquire knowledge and skills; promote critical thinking and solving problems; making use of the action instead of explanation; motivate themselves and produce personal satisfaction; adaptability to multiple learning styles and abilities. According to Ulicsak and Wrighr (2010) educational games mediated by ICT can be grouped according to their underlying pedagogical method. Thus there are three types: Those based on behaviourism called edutainment. These games tend to be based on assessments. Those based on cognitivism that allow the player to identify and analyze problems and apply prior learning, and based on constructivism that allow the player to learn by doing. The multi-model based learning (constructionism, experiential learning theory, the Kolb Learning Cycle and active experimentation). Several organizations, including universities, can develop knowledge management through three main approaches: the process approach, the practice approach and best practice approach. The development of educational games highlights the use of the process approach that attempts to codify organizational knowledge through formalized controls, processes and technologies. Organizations such as the UNAM adopting the process approach can implement explicit policies that govern how knowledge is collected, stored, and disseminated throughout the organization. The process approach often involves the use of ICT to enhance the quality and speed in the creation and distribution of knowledge in organizations. These Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel 828 The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo ISBN 978-963-89559-3-7 technologies may include intranets, data warehousing, knowledge repositories and tools to support decision making and teamwork. Development Creation process of ICT-supported educational games developed at UNAM An important part of the proposed educational games in learning environments developed by UNAM have evaluation and exercise purposes and therefore fall into the category of edutainment. Games that support the self-assessment are based on the principle of multiple choice assessments, which are preferred by players of the educational process because: the correction is made immediately; allow the creation of different versions of the assessment with the same questions; the review takes less time allow covering more content by generating more questions. Therefore, the trivia game was selected to support self-assessment processes. The trivia as educational game consists of a series of questions with a response usually short or multiple choice. The player is questioned and must provide the correct answer, because if it were wrong, the game should indicate which the correct answer is. By the other hand, educational games as exercise to support teaching were developed in response to the Common European Framework of Reference for Languages: Learning, teaching, assessment that refers the role of the playful component in learning and language development. The purpose of educational games mediated by ICT to support the teaching of a language is that the students develop certain skills within a framework of thought and action. It also improves the performance of voluntary repetition of the game, increasing understanding with each repetition. The development of both types of games is embedded within the instructional design process of a course or a thematic unit and generally comprises the following steps: 1. Develop learning objectives that the game must satisfy focused on the student. 2. Decide game elements, such as configuration, number of players and concurrency and type of interaction between game and players. 3. Development of a game design document, which in this case is comprised within the course or thematic unit instructional script. 4. Integrate content into challenging dynamics of the game, which makes the expert in conjunction with the instructional designer. 5. Define presentation mechanisms, choosing between textual models (questionnaire) semi-textuals (crossword) and graphics (memory). 6. Game generation, this occurs when the script is sent to the graphic design area where it is then integrated into an authoring program. Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo 829 ISBN 978-963-89559-3-7 7. The game is reviewed in structure and operation by the expert and instructional designer to review that meets the specifications. If they find errors in the integration, return to graphic design until done. 8. The game is composed and published in the course or subject for which it was designed. Distribution process of ICT supported educational games developed by UNAM Using the methodology described above, various academic institutions supported by the CUAED have developed educational games supported by ICT, which are distributed in two major projects: Educational games as self-assessment of open online courses and educational games as exercise in a teaching support portal. Educational games as open courses online self-assessment The open courses online are found in a website where reside various open resources with varied themes accessible to anyone (http://distancia.cuaed.unam.mx/recursos/). These courses have objectives, content, learning activities and self-assessments, to enable people to make their learning independently. Educational games are present in the area of self-assessment trivia with model described previously. The trivia can take simple forms as related words questionnaires or true-false questionnaires, more advanced forms such as crosswords, word search and armed summary tables incorporating the right words, or more graphic and developed forms by converting board games memory such as text with image, text image ratio and rally. Educational games as exercise in a teaching support portal By example, the portal called English Media (http://www.cuaed.unam.mx/english_media/), hosts electronic materials that help to consolidate learning English as a foreign language in the form of four skills (speaking, writing, reading, listen) or extend the practice and exposure to the foreign language independently. The resources are organized in levels (A1, A1+, A2). Each level shows different themes. Each theme opens a window that displays the contents of the subject and a menu with the following options: learning activities, trivia and glossary. Getting into the trivia option, you can choose a trivia for each skill to be developed. The trivias were developed interactively and with a variety of multimedia resources. These trivias allow that the learner do exercising processes to achieve the permanence of knowledge. Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel 830 The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo ISBN 978-963-89559-3-7 Conclusions The development of these educational games mediated by ICT has involved the organization of multidisciplinary teams where participating content experts from various schools of UNAM, while the other group members are provided by the CUAED (instructional designer, copyeditor, designer graphic, programmer, etc.). Such proposals derived from interest that UNAM has established to incorporate The Knowledge Management into their activities, using in this specific case the process approach, seeking to improve the steps to create and distribute knowledge of academics supported by the ICT, for the benefit of the entire university community. For the development of these games was developed a methodology that starts with the definition of the learning objective that includes a playful component and consists of eight major steps described above, which has been improved annually. The purpose of including educational games in open online courses was to support students in their process of self learning through playful self-assessment mechanisms that make the learning process more enjoyable. Regarding English Media Portal were addressed the recommendations of the Common European Framework of Reference, and in this case, are a teaching support mechanism allowing to the students exercise the learned and increase their level of competence. The purpose of both developments was to support students in their learning process, however, lack the evaluation stage of educational games to confirm if they have met the goal. Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo 831 ISBN 978-963-89559-3-7 References 1. Armenteros, M.; Bentez, A.J. and Curca, D.G. (2011). El trivia interactivo como recurso educativo para el aprendizaje de las reglas de juego del ftbol. Pixel-Bit: Revista de medios y educacin, 38, (pp. 35-48). 2. Garca, A. and Llull, J. (2009). El juego infantil y su metodologa. Madrid, Editex. 3. 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Ulicsak, M. and Wrighr, M. (2010). Games in Education: Serious Games. A futurelab literature review. FutureLab at NFER. UK. Educational Games: Proposals for Inclusion in the Process of Learning within the Framework of Knowledge Management Jorge Leon Martinez, Edith Tapia Rangel 832 The Joy of Learning EDEN Annual Conference Proceedings, 2013, Oslo ISBN 978-963-89559-3-7