User-generated content

So, what is user generated content then? I've been thinking about this sort of thing for a while now I think I first mentioned it when I was writing about Spore. In relation to games, it means you not only get to play them but you get to have some input into the game, by designing your own levels, for instance. This is beyond being able to customise your avatar in an RPG, as it influences the gameplay itself. The concept is quite similar to modding, which has been around for ages, with whole communities built around it e.g. for Counter-Strike (which is itself a mod of Half -Life). But though modding tools are sometimes made available for certain games, the process was usually quite technical. There has been a more recent move though, towards encouraging this sort of user-generated content by making it easier to do, with games like Little Big Planet (LBP) allowing players to design, build and share their own levels. The video below is an example of a player created LBP level, based on Takeshi's Castle:



The reason I'm interested in all this, is because I think it says a lot about different player motivations. There seems to be a certain type of player who is not content with the experience of playing but wants to create as well. Things is, I'm just not sure I'm one of them. And as much as stuff like Sporn and my mate creating a phallic shaped rocket ship in Little Big Planet can amuse me, it's just not what I want to be spending my time doing. Don't get me wrong, I know people can come up with some pretty impressive creations (as the video above illustrates) and I actually really enjoy games like SimCity where you get to build your own city. I'm just not that fussed about being able to design the landscape I'm going to build the city on. In Spore, I felt like I had to push myself through the creature design stages in order to get to the good bit (and I was so relieved when I realised I could just use the games own designs and other peoples for stuff like planes and buildings in the later stages). In Little Big Planet, I watched my sister sit through boring tutorials to get to grips with the level editor controls so she could start producing her own - as an artist I think this really appealed to her, though I have a suspicion she was more interested in creating a novel visual experience, rather than in thinking about it in terms of 'good' game design. It's all really fascinating from a research perspective - I can ask what drives these players to create, something Bartle's 4 types of gamer categories do not account for (I guess it would need some sort of creator/designer category), or I could ask what sort of other skills they develop while they are creating whatever they are creating. But on a personal level, I think just want to play already!

This also relates to how games can be used within education. Teachers can get their students to play games (be they designed to be explicitly educational or not) and try an integrate this into some part of the curriculum or they could get them to build their own games. This isn't that new an approach, Llyod Rieber and colleagues carried out Project KidDesigner back in the late 90s, and you can probably trace it's constructivist roots back to Seymour Papert and LOGO in the 70s. The basic idea is that kids will learn more effectively and acquire a wider range of skills if they are actively constructing something. And with the development of free software tools such as GameMaker, that make designing your own game a relatively simple matter, its become a lot more common than it used to be. If anyone is interested in this sort of thing, Jake Habgood carried out some relatively recent research that looked at the kinds of games children made in after school clubs, while his website contains a whole host of information about the resources out there that teachers and children can use.

I'm doubt a specific approach is better than another, as usual it will depend on the context and how well integrated the approach and context are (if anyone from H809 is reading this post, what I just said definitely relates to the Laurillard (1994) paper from Week 3!). I do find it interesting though that in terms of learning theories you can label this approach as constructivist, while you could talk about massively multi-player online games tends under some sort of communities of practice heading. Plus, it's made me think about what I want from my gaming experiences - and it seems that I don't want to actively engage in an online community, I just want to get on with some actual game play when the mood strikes. But is something I want because it requires less effort? What does that mean for the learning that results from the experience? Is it somehow shallower or less likely to transfer? Maybe I'm just impatient, but I have to admit I don't want to design parts of a game myself as it feels like a lot of work (and even though I am studying games, I still see playing them as a break from 'proper' work). And also, if I've just spent x amount of money on a game, I definitely want to be rewarded by an experience that has been designed for me to play. But that's just me, and I'm beginning to realise that there is a whole range of reasons why people play, and create, games. If we're ever going to be able to truly tap into the educational potential, of using games, I think we're going to have to recognise that and understand these motivations a whole lot better than we do now.

H809: Week Three reflections

I had been meaning to get this post out earlier but have been busy this week trying to submit a conference paper. But it's all in now, so will have to wait and see how it goes.

Students were asked to use academic search engines such as Google Scholar and ISI Web of Science (which you need to access through the OU library page, under databases but remember to sign in first) to find papers and evaluate their impact by checking how many times the papers had been cited. It seems that while this turned out to be a rather time consuming task and that not everyone got the same results, most people concluded that the last two readings didn't seem to have a huge impact and some students started to question whether number of citations was the only way to measure impact - surely having to read them for the course means they have an impact, despite not adding to how many times they have been cited?

There were two readings for this week; the first of which was "How can learning technologies improve learning?" (Laurillard, 1994). The main point that came out of the discussions about this was how important it was to consider the relationship between the context in which learning takes place and the outcomes which result from this learning. It isn't enough to simply ask whether technology x improves learning, but under what conditions does technology x improve learning, something H809 tutor Rhona highlights in her post and links to how to approach TMA1. JM has also posted on how the paper relates to the use of wikis. Another issue that came out of the forums is that technology can sometimes be an obstacle to learning, as students could end up spending too much time getting to grips with the software and not enough on the content they are supposed to be learning. This is actually quite relevant to my topic of research, because there does seem to be a distinction between learning how to play a game i.e. in terms of controls, and other skills that develop as a result of continued play e.g. problem solving, decisions making etc. Another interesting point raised about the paper was how the arguments within it are still valid today with respect to newer technologies (e.g. Web 2.0, virtual worlds), with a link being posted to a New Scientist article about the impact of podcast lectures.

Less was said about the second paper "Knowledge, society and perspectives on learning technology" by Oliver and colleagues (2007). I suspect part of the reason for this is that it continued the epistemological debate over positivism and other social perspectives, and also because we are getting closer to the first assignment deadline. Juliette Culver has posted quite a nice summary of both the papers, and her thoughts on them - from this and the forums it seems students appreciated how the paper outlined different perspectives and gave actual examples of how these would influence research in practice. There was also the suggestion that while quantitative approaches might be good for examining whether an effect takes place, qualitative approaches are probably more useful for explaining why the effect occurs (or not). The discussions on frameworks also link to the final activities for this week concerning the podcast about the impact of ICTs in education (you will need to be signed in to access this link). The podcast seemed to get people thinking about how important it is to consider philosophical perspectives, in addition to the other questions suggested in Week 1, when reading about research, as the approach adopted is quite likely to affect the methods and conclusions of the paper.

I think that covers the main events of the last week or so. If anyone has anything to add though, do please let me know. I'd also be happy to receive any feedback about how useful (or not!) these posts are, what I should be including in them, and about the timing of them.

H809: Thoughts on week two

Technically, I guess H809 is in week three, but it seems to make sense to post about the previous works activities (some of which are carrying on) rather than on trying to provide some sort of 'this just happened' account. I thought it would also be worth sharing some wikipedia links that came up in the forums for anyone who was having trouble with the stats reported in last weeks paper - the first concerns F-ratios, and the second ANOVAs. It might also be useful to look at the course wiki (sign in required) to see how some of the students have used it to integrate their different accounts of how technology has been used in education over the years. This activity will help prove useful further on in the course as we start to consider how to contextualise educational research. A link that might be useful for finding relevant articles was also posted in the cafe for Journals in the field of technology enhanced learning.

Week two's reading was ‘Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning’ (Wegerif & Mercer, 1997). Juliette has a nice summary and some reflections on it here. Some interesting things that have come out of the forum discussions so far include the distinction between quantitative and qualitative methods in terms of their level of abstraction, the strengths and weaknesses of different methods of both collection and analyses e.g. the fact that textual analysis of speech will miss out on non-verbal communication and about how adequate a control group comparison was (not very, it would seem in this case). On a personal level, I think I enjoyed reading this paper more than last week's one, and I especially liked the introduction section for providing a kind of pros and cons to quantitative and qualitative research. The promised solution to the divide between the two sounded promising but as the students discussions have indicated there are some issues about the control group used (where they subject to the same analyses or not) and about whether the computer-based textual analyses carried out really does address all the issues it set out to do.

I think the most interesting aspect of this paper is that it has got everyone talking about quantitative and qualitative methods, with students considering issues such as how different is positivism to evidence-based practice? The debate over quantitative vs. qualitative is a long one and unfortunately not an easy one to jump into. When I was doing the MRes last year, I found it helpful to think about how these approaches differ on an epistemological basis. Essentially, positivists view research as a way to uncover what is already there while constructivists argue that reality is socially constructed, and so "research findings are created rather than discovered" (Badley, 2002). One of this weeks references, Richard Pring's article "The false dualism of educational research" (the link is accessible only if you're signed into OU StudentHome), provides another interesting insight into the debate. The paper provides a really useful outline of the quantitative and qualitative approaches, especially in terms of their philosophical basis, but ultimately argues that this does not have to be an either/or issue. Instead, the author concludes that "the qualitative investigation can clear the ground for the quantitative--and the quantitative be suggestive of differences to be explored in a more interpretive mode" (p. 259; Pring, 2000). This doesn't mean that a researcher should always use both, but that she or he needs to consider methods in terms of what is most appropriate to address the research questions. There is a lot to get your head around in Pring paper, but it is well worth a read as it provides a really interesting account of the debate, and an alternative option. In addition, it was suggested in the forums that next weeks reading by Oliver et al. (2007) also helps to clarify some of these perspectives (specifically positivism and constructivism), though I haven't read this yet.

The reason all this is important from a research perspective is that no matter what area it is you are focusing on, once you've figured out a research question/problem, you're going to have to think about methods. And when you think about methods, you have to be able to defend the choices you make and this means being able to talk about what you rejected and why as well. At the moment it looks like I'm going to be adopting a case-study based approach because I'm not looking to prove a hypothesis, but to explore certain processes, and because I want an in depth account of these process. So I have to sacrifice breadth for depth in terms of my results. It looks then like I will be taking a more qualitative approach since I will be using observation and interviews. However, I have also been thinking about getting some more "objective" data, such as physiological measures e.g. galvanic skin responses. The idea here is to gather a variety of measures to explore an phenomenon in depth, which may eventually lead to a framework of some sort, which could then be tested for it's generalisability. As for whether I think reality is socially constructed or not? I think I've tried to avoid answering that in the past but I guess I do agree, up to a point. I'm going to go with Pring on this one, and say I think I agree that our interpretations of reality are constrained by it's own features, so we can still say that some constructions are more likely than others. Otherwise, a lot of research might seem somewhat futile and I'd be out of a job!

H809: Week one roundup and reading reflections

Well it's been just over a week and things have definitely got going with H809. Students have been busy introducing themselves, and it seems there is quite a range of people on the course, with a variety of backgrounds and expertise (as was last year's group). There's also been a certain amount of becoming familiar with the VLE, I know I'm still getting used to the forums but I am starting to feel less confused about where everything is, and less overwhelmed by the number of posts! There are even a few blogs popping up - I've listed the public ones under H809 on the left hand side of this page, though there are also a couple that are just open to OU users. Not much is happening on these just yet but there have been a few posts e.g. Juliette Culver introducing her research background and her thoughts on educational research, and Mike Protts reflecting on the first course reading. Hopefully, we'll see a few more starting up and some further discussion as the course progresses. It does seem that some people are further ahead than others in their work, such as H809-jm thinking about a for technologies in education, but it is worth pointing out that one of the advantages of doing an online course is that you can go through the materials at your own pace so it's best not to use other people's progress as a marker for your own. Btw, in case anyone missed it, a glossary for key terms has been set up within the course wiki (if you are signed into the OU website, you can access this here).

In terms of the first paper,"Teaching sociology in a virtual classroom" (Hiltz & Meinke, 1989), most of the tutor groups have been getting on with the activities and sharing their thoughts and opinions about it. I think one of the first things that people noticed about the paper was the date that it was written - I mean we're talking pre-internet (something I have real trouble imagining as I've never had to do any academic work without it) so it's important to try and put this in context as there wouldn't have been much CMC related literature around at the time. However, the novelty value of the Virtual Classroom (VC) didn't really seem to be something the researchers considered but it is something I really should think about in relation to my own research, especially when dealing with novel game-play interaction techniques.

Some of the other things that seemed to come up in forum conversations more than once were the fact the study tried to cover an awful lot of ground, the colleges that took part in the study were very different (as were the modes of delivery) and that the institutions attitude towards having to use the virtual classroom was not always favourable. The latter point was quite interesting to me, as it reminded me of my work at the University of Bath where I was a research assistant on the Racing Academy project and one of the things we had to evaluate was the organisational impact of implementing the use of the game within different HE and FE institutions. We ended up using Activity Theory (I think this is coming up later on in H809 anyway) as a way of describing all the factors that seemed to have an impact, and I'm sure we would have missed some of the most interesting findings if we hadn't tried to take organisational issues into account. In the forum discussions, it was pointed out that while Hiltz & Meinke (1989) mention the fact that there was resistance to the use of the Virtual Classroom, we have no idea how the students were affected by this, or even why it occurred in the first place. I guess that to me at least, these seem like questions worth asking. It was also good to see how everyone is starting to consider the methods being used, and coming to terms with the distinction between quantitative and qualitative methods, something that I think the next reading will place more emphasis on.

My own research is beginning to take shape at the moment, and there are certain key words circling round my head as I try and formulate my research question. One of these terms is engagement, and I couldn't help pay attention when Hiltz and Meinke began to talk about interest and involvement. You see one of the key reasons for the academic interest in digital games is that they are seen to be engaging so researchers want to know how we can harness this motivational power (p. 4; Kirremuir & McFarlane, 2004). As such, I was especially interested in Hypothesis 2.4 which suggested the VC would be superior to traditional teaching in terms of "Increased level of interest in the subject matter, which may continue beyond the course" (p. 436; Hiltz & Menke, 1989). How were they going to evaluate this? Turns out through self-report questionnaires, and I'm not sure they even did ask about "beyond the course". So, the measure of interest was actually how interested the students thought they were, with no recognition of the possibility that the novelty of the VC might be a contributing factor. I guess I was hoping for something a bit more objective, though I'm not sure what exactly. In terms of methods, I know I won't be using some sort of pre-post test experimental design either as I will be focusing on much more informal learning. Still need to think about how I'm going to assess this though...

Going back to the paper, I think (and this is something else that kind of came up in the forums) the references to procrastination and self-discipline are a little bit worrying as they seemed to come across like students were being blamed for not being interested enough in the first place. If the VC is supposed to raise interest in the course, but not all students feel the same way, then surely it's not doing it's job (in this respect at least)? Big surprise, but the students who participated the most in the VC were the ones with the highest levels of reported interested i.e. the students who described the experience as "fun" (p. 440) were probably already highly motivated to begin with. The authors even go on to conclude that students who have problems with motivation, verbal skills, and/or access to computers are more likely to drop out of an online course - which suggests to me that the VC really doesn't increase "level of interest in the subject matter". I have a suspicion as well that when it comes to games, a similar thing is going on. I mean, it seems likely that the people who would get the most out of game-based learning are the ones who are already motivated to play games which seems quite obvious now that I've written it down...

Hiltz and Meinke also tie motivation to the concept of cognitive maturity - the authors claim that students who have attained a specific "level of cognitive maturity or writing skill" are actually predisposed "to active and highly readable engagement with ideas and new skills" (p. 434). I guess this is an attempt to explain why the VC does not appeal to everyone, which is fine, except that there is no consideration for how the situation might be improved, apart from cutting out the VC entirely from the academically weakest course. The notion of cognitive maturity reminded me a little of some reading I did last year on approaches to learning (see here for brief introduction) where much research has focused on how to promote deeper approaches to learning within education. So maybe that's why I was expecting something about how to improve the situation, rather than the conclusion that the VC is just not suitable for less academically able students. As for my own project (and for where I'm going with the link to games-playing) I think this has reinforced my thinking in terms of how important it is to take student characteristics (or game player expectations and long term motivations) into account if we are ever going to come up with a clear understanding of how motivation, involvement and learning interrelate.

Social gaming

I had a couple of friends come round last weekend so we could have a go on a some games I'd been wanting to try out. The first one was World of Goo, which I already knew I was going to love as I'd already played the PC demo. At first we were looking for some sort of multi-player mode, but then realised that all you had to do was point another wiimote at the screen to join in the puzzle solving. World of Goo is seriously easy to pick up, and we enjoyed it pretty much from the start. It follows the usual approach of starting you off with relatively easy tasks which get grow more and more difficult the further you progress - achieving a nice balance between your developing skills and the challenges you have to face. I also really like how you gradually start to become more and more curious about the goo and what exactly is going on in the game world. Who is the mysterious Sign Painter who leaves cryptic clues around the place? What are goo balls used for? What's with the random giant frogs? And so on. While I quite like this sort of randomness, one of my friends did point out the self-referential humour employed by the game might get annoying after a while. It was quite interesting to try and solve each puzzle with someone else though, especially since the experience seemed to have much to do with who you are playing with! While it made sense to cooperate and establish some sort of strategy together i.e. "you do the bridge and I'll do the balloons" (see image below), there was also the occasional competitive moment of "stop stealing my goo balls!". We didn't try it with three wiimotes but I have a suspicion it would have been quite hard to break down the puzzles into different tasks and it would have just turned into who can solve the puzzle fastest!

In contrast, de Blob supports multi-player play with a party gaming mode. The game is essentially a single-player adventure where you have to bring colour back to Chroma City by acquiring paint and bumping into things. It's amusing enough but not very engaging in the long term to be honest - I think I'm more intrigued by World of Goo's Sign Painter than the de Blob story. I had hoped the party mode would be a bit more interesting, but it essentially consists of three mini-games (which you have to unlock by playing the story mode) where you can compete against another player (actually up to 4, but while I do have 4 wiimotes, I've only got two nunchucks). The image below shows the split screen for two-player mode. We played it for a bit and it was entertaining but to be honest there wasn't much there to keep us going for long. The party mode just ended up feeling like a bit of a simplistic add on thrown in to try and tap into the Wii's success as a party console. Which is fine, if you don't want to invest much effort into it, or if you're playing with people who don't have much gaming experience.

If you want something a bit meatier though, there is Little Big Planet on the PS3, which I would seriously encourage anyone to have a go on. I'm going to ignore the user-generated content side of things for the moment as I think I want to do a separate post on this later on, and focus on the going through the levels, which you have to do anyway to unlock materials to design your own levels. I have played it on my own, and while it's incredibly cute and you could spend ages customising your little sack person, I found it a lot more fun to play it with someone. I first tried it back home at Christmas with my sister, and it brought back memories of how it used to feel playing together on my Mega-drive as kids - a sort of nostalgic bonding experience! The game encourages you to play with someone else by providing challenges you can only solve with the help of another player. I didn't realise until I was helping out at the Digilab stall in the Learn About Fair on campus a couple of weeks ago that you can play with up to four players. This was quite cool in terms of getting as many people to try it as possible but did get a little complicated trying to keep multiple sack boys and girls on screen at once (if your character disappears off to one side for too long you end up losing a life).


So, I think two-player mode works best, but while the game starts out easy enough some of the later levels can be quite difficult! Or at least they require a level of coordination and timing from both players that isn't always easy to achieve. The fact that there are frequent save points throughout each level means reduces the consequences of falling off a cliff or into crocodile jaws, being burnt to death etc but you essentially get four chances at making it to the next checkpoint, and that's between the number of people playing. So if there are two of you, and one of you has died twice, and the other once, the pressure is on for the second player to make it to the next check point in one piece, otherwise you have to go back to the start of the level It's an interesting mechanic, but it can get a little frustrating when things don't go very well. Plus, I tend to want to rush into everything when presented with a new level (I'm going to blame this on growing up playing Sonic...) when perhaps a bit of patience would work better. I also think that while de Blob and possibly World of Goo could quickly be picked up by any player, and played quite happily by a single player, Little Big Planet requires a bit more investment from two people to really reach it's potential as an engaging platformer. At the end of the day, I guess what you choose what you want to play based on the energy you want to put in and the experience you want to have.

Blogging

As a kind of introductory H809 post (though most of this will probably apply to anyone who is thinking about setting up there own blog), I wanted to talk about some of the blogging tools that are out there for people to use and what sort of questions you need to ask yourself when deciding what to use. I figured the easiest way to go about this was to try and compare some of the tools available so I'm going to talk about the OU blogging tool (available as part of the VLE), Blogger and Wordpress. Note: there is also wordpress.org, where you can download a bit of blogging software and need your own domain name to host your blog, but I'm going to be discussing Wordpress.com where they host your blog for you.

Obviously, I am most familiar with blogger, but I did have a play with the OU tool and a chat with another student at in IET, Anesa Hosein, about her experience with Wordpress.com. With respect to the OU blogging tool (you can find this via the StudentHome website, under the tools section) it is convenient and easy to access in terms of the course. The other main advantage with this tool is that you are able to choose whether to keep your blog completely private, only available to OU users, or completely public. On the downside though, it seems some people have experienced spamming problems, and there is a distinct lack of features available. Of course you can post entries, edit them, add tags, access the html editor, even embed photos and videos (though I didn't have much luck trying to post a youtube video when I was playing around with it). There is also an option to post links on the side and subscribe to RSS feeds, but in comparison to what's available with other tools, the choices seem a bit limited. Also, as far as I am aware, there is no search function for looking through your own blog.

In contrast, Blogger and Wordpress offer a range of widgets that you can add, plus a large number of templates for you to customise the look and feel of your blog. So you can add things like I've got on the sidebar - blogs I'm following, an archive of posts - and anything else from a Wikipedia search bar to a dodgeball game! One of the things I like about Blogger is how I am able to access it from my google account, and also how it automatically adds the blogs I'm following to google reader. However, if you want to keep track of how many people visit your blog and various other stats, you will need to use something like Google Analytics or StatCounter and insert a piece of code to keep track of this for you. In contrast, Wordpress keeps a record of a lot of the same information for you. Additionally, it also allows you to decide which of your posts are public or private, which turned out to be a deciding factor for Anesa. Oh, and I just found out that there is a Wordpress plugin for Zotero (thanks Katherine!) if you're thinking about how to integrate referencing tools to your blog.

At the end of the day, there is no one tool that is going to work for everyone. It's going to depend on what you want to use your blog for and what features you think are best going to support this use. If anyone has any comments about their own experiences or advice for others, I'd be interested to hear them.

BETT exhibition, SGI workshop and my own research

There were a couple of things I went to last week that I thought were worth mentioning. One of them was BETT, which I went to with my supervisor James Aczel who has already blogged about it here. The picture on the right is me playing with Microsoft's surface, which was definitely pretty cool. So we saw a lot of cool bits of technology, but I think what I'd like to add to James' commentary was that we saw very little in terms of innovative gaming approaches.

There were a fair few simulations on offer, and a lot of interactive software but in very little in terms of actual games. There was a stall for Serious Games Interactive, who were promoting their Global conflict series where students take on the role of reporter in either Palestine or Latin America. I'd already heard about the company at ECGBL, when Simon Egenfeldt-Nielsen did his keynote so it was nice to see they had a presence at the exhibition, albeit in a little stall in an upstairs corner. ConnectED had a stand with PSPs on it, but these mostly seemed to be used as portable recording devices more than anything else. We found out later though, that they are also being used as augmented reality viewers and while it will be interesting to see how this might be used in education, it's not exactly using the PSP as a gaming device either. Then we came across the Cyber Coach - Dance mat system. As far as I could figure out, this is essentially allows you to connect multiple dance mats to a single system, gives you access to virtual (i.e. taped) instructors and has thrown in a few extra games to get the kids moving. All for about £6000... I was told that most schools didn't buy dance mats for all the children, but that's ok because the ones who don't have them tend to try and copy the steps anyway, and also some places are making extra money by charging adults to use the system in the evening. Is it me or does this all seem a bit, well, gimmicky? I mean, apart from being able to connect several mats to one system (which the students don't seem to need anyway)... you seem to be paying for a set of really expensive aerobics videos. Perhaps I'm simplifying things a bit - there are several different types of classes you can access (Tai-Chi, Royal Marines training, Salsa to name a few), you can customise these clips, and if you buy more software you can create your own videos/classes etc. Who knows, maybe I would have liked P.E. more at school if we'd had a Cyber Coach. I mean it's got to beat running around a track right? And while I don't think it's particularly innovative, it's not like I have a better idea for how to use games to promote physical fitness. Still, I'm just not convinced this would be the best use of a school's budget.

I also went along to the Serious Games Institute (SGI) in Coventry for their Second Wednesday workshops, this one focusing on Education. Highlights include hearing about the Winning Game project in Scotland from Matt Seeney of Team Play Learning Dynamics, Martyn Ware from the Human League and Heaven 17, talk about Illustrious and their unique 3D Audioscape surround sound system, meeting people like Sara de Freitas, who is the Director of research at the SGI. It was quite an interesting experience and got me thinking. It seemed a lot of the people there were from industry, so had actually produced something (or were in the process of doing so), and wanted to know how to get funding, publicity etc. So there was less of an academic focus, and less on an interes in how this was all being evaluated. The emphasis was on getting these games, or supporting hardware, out there and in use. Which is great and entirely necessary in order to educate people about serious games and how they can be used but I guess that's not what I'm doing, and that's what it got me thinking about.

So what am I doing? Good question, and I'm not sure I have a suitable answer yet. I know that I want to look at commercial games, specifically the latest generation of console games as the initial question was to assess whether they can offer anything different in educational terms. I attempted to explore the link between engagement and learning during specific instances of play (through observation and interview) as part of my Master's and I think want to continue along similar lines. But I am looking at informal learning - i.e. what goes on as the player learns to progress through the game - not at what happens with games in formal educational environments. I have a feeling that the link between engagement and learning in games is taken for granted could do with further explanation. Maybe I'm not convinced a lot of serious games are as engaging as commercial games (even Simon Egenfeldt-Nielsen seemed to recognise this at ECGBL) but is that because of how they are designed, or because of the context they are being used in? Perhaps just saying this game will help you learn reduces your desire to play it? Some games are obviously more engaging than others but how can you compare them, especially when it seems to depend on who's playing them and why? How can you even measure something like engagement anyway? After coming across Regan Mandryk's research, we've been considering using some sort of bio-sensors to measure stuff like heart rate and galvanic skin response to answer the last question but it might be quite a complex thing to do. So there is lot to be reading and thinking about, but at least it looks like I've got something to discuss at my next supervisor meeting!