Fantasia, movitvación y compromiso con la exposición - Caso de Lieksamyst

Carolina Islas @ ubium.net 2015 (c)

Fantasía, motivación y compromiso con la exposición a través del juego contextual. - Caso de estudio el juego de LieksaMyst para el Museo

Pielisen

Carolina A. Islas Sedano, PhD22 de octubre de 2015


Agenda

• ¿De dónde vengo?

• Perspectiva e in+uencias

• Juego contextual

• Pielisen Museo

• LieksaMyst

• Fantasía = motivación y compromiso con la exposición


Joensuu, Finlandia - Ciudad de México, México


A detalle


¿Cómo se ve?


Invierno

National Park Koli, at 70 km from Joensuu. Photo taken on March 9, 2010 by CSchweikert


Veranos (Koli - Julio)

Photo taken by caislas(c) ubium.net


Veranos (Lappland - junio)



Inviernos

Photos taken by caislas(c) ubium.net


Inviernos



Inviernos (Helsinki)



JoensuuPoblación 1.1.2015: 75041


Pielisen Museo


Agenda




• Pielisen Museo

• LieksaMyst



Perspectivas e in+uencias

Doctorado en Tecnologías para la Educación. Especialidad en Juegos contextuales como herramienta de apoyo para la educación informal.

Maestría en Ingeniería de Comunicaciones y Media

Ingeniería Electrónica y en Comunicaciones.


2007 2012 2014

graduation of founders

2015

H2020 partner:

ElämänPitkospuut


Agenda




• Pielisen Museo

• LieksaMyst



Referencia

• Play is voluntary activity

• It is through playing that society expresses its interpretation of life and the world. By this we do not mean that play turns into culture, rather that in its earliest phases culture has the play-character.

• Play and culture are actually interwoven with one another.


Referencia

• Game leaves the feeling of being ‘apart together’ in an exceptional situation, of sharing something important, of mutually withdrawing from the rest of the world and rejecting the usual norms, retains its magic beyond the duration of the individual game.


Referencia

History Education Game research


Referencia

• “No body has a clue how the world will be in 50 years and we educate children now for that period”

• We have a lot of capacity and we are learning constantly

• Learn from mistakes is important.

Ken Robinsons says:

schools kill creativity

www.ted.com

Sir Ken Robinson de�nes creativity as the process of having original ideas that have value -- more often than not comes about through interaction of different disciplinary ways of seeing things.


Juego Contextual

El juegoEs un sistema dinámico que el individuo acceded de forma

voluntaria y juguetona.

En el caso de juego contextualEl diseño del juego toma encuenta las diferentes dimensiones

de contexto que estará involucrado el individuo mientras juega.


Agenda




• Pielisen Museo

• LieksaMyst



Pielisen Museo, Lieksa, FinlandAim: gain historical understanding while empathising on the life style of past generations



Agenda




• Pielisen Museo

• LieksaMyst


LieksaMyst 2007-2010

2007-2010

In the project: Curators, Educational Technology researchers and Visitors. 476 visitors between 6 to 77 years old have given their feedback. (Islas Sedano et al, 2010).

2007 Outcomes

• Visitors enjoy the museum, at the same time, they

request for support in order to understand the exposition.

• “The information displayed in a computer will not be read” (a visitor).

• Request for interaction through different media

• Interest in history in activities and objects

• Visitors are not “players”; 5.5% reported to play daily and 14.4% play once a week

• Request to 5nd life in the museum!!!

Pielisen Museo

2008


2008

Mills

2008a Outcomes

• Reason to be in the museum: 68% interested in history, 29% due to curiosity

• More interested in human aspects than only in objects

• 79% of the visitors reported to enjoy using their imagination, mainly through stories

• Visitors prefer to use photos and text

• Preferred visitors’ activities: work with objects, match information, have adventures

• Mobile phone well accepted, and the museum has several technical challenges

Cuentos - 2008

Virsuvaara at the Museum

UI

Storytelling games

Cuentos - 2008

.....

Tests - 2008

2008b Outcomes• “The group was clearly interested in the game”

• “I feel I talked with Anna and helped her”

• “concentration from beginning to end”

• “Extreme fun... The humorous and encouraging attitude of the program”

• Awareness of self-learning experience: “I have discovered history and a little more about the life of country side people”

• Request for more languages, more photos, and an increased dif5culty level

• Integration of the game to the museum

• The majority of the players played the whole game due to curiosity

• Preferred activity: search for the objects

2009

Pusurinjoki :

..... .....

2009 Outcomes

• Technology installed (it was a challenge)

• Jussi and Anna stories polished

• Editor for stories

• Informal tests (e.g. families)

2010

Of5cial museum service

2010 Outcomes

• No complaints about the game

• Visitors asked for more stories and suggested topics

• Museum started to create their own stories

• Guest book feedbacks in the museum’s website:

http://www.lieksa.�/Resource.phx/sivut/sivut-lieksa/sivistys/museo/lieksamyst/lieksamyst.htx


Agenda




• Pielisen Museo

• LieksaMyst



Motivación (Malone & Lepper, 1987)

Challenge means that a player faces a situation with an uncertain outcome and has to make an effort to overcome it. The situation is not so difficult that the player surrenders, nor so easy that the player overcomes it without any effort. In a way, the situation resembles the zone of proximal development as describedin Vygotsky’s theory of learning.

Curiosity is a strong desire to know more about something. It compels theplayer to explore and investigate and it can be aroused by different means.

Fantasy transports the player to an imaginary world.

Personal control allows the player to feel in charge of a situation, for example,the tempo at which the game is played.


Compromiso ó “engagement”

Behavioral engagement refers to on-task behaviors that are framed within the parameters of adhering to certain rules, like doing schoolwork. It may also refer to the extent, in which the behavior aligns with the teacher’s expectations (Lanet al., 2009).

Cognitive engagement refers to the psychological effort that is put into self-regulated learning. It includes the desire to go beyond the requirements as well as the effort and strategy used to perform specific tasks (Walker, Greene & Mansell, 2006)

Affective engagement refers to identification and belonging, to finding a per-sonal connection and identification with other individuals, not only subject matter (Sharan & Tan, 2008). Within affective engagement, we also includeemotional engagement, because it refers to the values, attitudes, and emotions as expressed by individuals.


¿Cuál es la relación?

Publication: Islas et al. (2013) Hypercontextualized Learning Games: Fantasy, Motivation, and Engagement in Reality. Simulation and Gaming.

http://sag.sagepub.com/content/early/2013/12/30/1046878113514807

http://sag.sagepub.com/content/early/2013/12/30/1046878113514807


Después del análisis


Discussion

• The main Fnding of this study is that fantasy is the central factor that triggers affective and cognitive engagement while playing LIEKSAMYST.

• LIEKSAMYST provides the pupils with an opportunity to become engaged with real life facts and relevant information in an informal setting.

• According to the Fndings of this study, we can assume that when we stimulate players’ fantasy they become immersed in the learning environment, which includes the game content. Consequently, teachers and curators can take advantage of this possibility to encourage and support learning.

• However, what happens when the game is not knitted into a learning environment or when the game mechanics are not linked with the learning environment and the learning game is an isolated closed system? Can we continue to assume that individuals learn?


Discussion

• When the element of fantasy helps the pupils to make meaningful choices beyond what is deemed within their capacity, engagement might happen (Habgood, Ainsworth, & Benford, 2005; Salen & Zimmerman, 2004). When we fantasize, we exercise our imagination and

that empowers us to become creative and critical, elements that are fundamental to the process of learning (Paintner, 2007).

• In LieksaMyst, fantasy as a motivational factor that can potentially trigger both affective and cognitive engagement in pupils. Frankl (2005) supports this Fnding and states that if a man advances con�dently in the direction of his dreams to live the life he has imagined, he will meet with a success unexpected in common hours.


Bonus


BraheaMyst @ Lieksan keskuskoulu, LieksaAim: pupils build stories of their city for mobile phones based on historical facts


¿Preguntas?

¡Gracias!Thank you

Kiitos

Fantasia, movitvación y compromiso con la exposición - Caso de Lieksamyst

Education

Transcript of Fantasia, movitvación y compromiso con la exposición - Caso de Lieksamyst