Deploying ChallengeBased Games for Student Learning An Initial

Deploying Challenge-Based Games for Student Learning: An Initial Report from Hong Kong Baptist University Martin LAU, Isaac CHAN, Theresa KWONG and Eva WONG Centre for Holistic Teaching and Learning, Hong Kong Baptist University 23 May 2018

• Martin LAU Senior Project Officer • Dr Eva WONG Director • Dr Theresa KWONG Assistant Director • Dr Isaac CHAN Senior Project Officer 2

Intended outcome By the end of this presentation, you should be able to: • Outline HKBU’s approach to deploying challenge -based games for student learning, the preliminary results from the pilot run, and the next steps for more effective use of the platforms. 3

Outline • Challenge-based learning • The CCGame Project § Project objectives § Project team • HKBU pilot run and preliminary results • Moving forward 4

Challenge-based learning • Incorporating problem-based learning, project-based learning, and contextual teaching & learning, while focusing on current real world problems (Johnson, Smith, Smythe and Varon, 2009) Solve as self-organising and self-directing international teams Engages students’ curiosity and desire to learn • Impacts shown from research § increased engagement and time working on tasks § creative application of technology § increased satisfaction with learning (Johnson and Adams, 2010; Roselli and Brophy, 2006) 5

The CCGame Project Developing Multidisciplinary and Multicultural Competences through Gamification and Challenge-Based Collaborative Learning • Supported through the competitive exercise of the 2016 -19 UGC Funding Scheme for Teaching and Learning Initiatives (HKBU 4/T&L/16 -19) • Funding: Approx. HKD 8. 7 million • Project website: http: //ccgame. hkbu. edu. hk 6

The CCGame Project Cross-Cultural, Cross-Disciplinary Challenge-Based, Collaborative 7

Project objectives To improve student learning and performance by: 1. Better preparing them to work in multidisciplinary and multicultural teams 2. Motivating them through the deployment of gamification and challenge-based learning https: //pixabay. com/en/different-nationalities-children-1743392/ 8

Project team Leader: Within HKBU, we have academic colleagues from all Faculties on our team Partners: Prof. David GIBSON Director of Learning Futures, Curtin University UNESCO Chair of Data Science in Higher Education Learning & Teaching 9

The platforms HKBU Challenge Hub Pa. Gam. O u. Reply (EDtool) 10

CCGame – platforms Pa. Gam. O (http: //www. pagamo. org) • Created by Professor Benson Yeh at National Taiwan University To expand territory; or to “train” territory for better protection against attacks Small territory allocated at start Answer questions Expanded/trained territory Items awarded according to performance for further upgrades u. Reply (EDtool) (http: //ed 2. edvant. net) • Created by The Chinese University of Hong Kong • A more sophisticated clicker (for polls / Q&As) with game elements – level challenge, peer review, etc. 11

CCGame – platforms HKBU Challenge Hub • Diversified Team Training [DTT]: 3 -module training on cultural differences and teamwork • Balance of the Planet [BP]: Teams to address UN Sustainable Development Goals (SDGs) DTT BP 12

BP – mapping of activities and outcomes Task Artefact Attributes for Curtin Ready Learners Code Area Attribute c 1 Collaboration Establishing and maintaining shared understanding ps 1 Problem Solving Exploring and understanding Video Upload pl 2 Examining diverse concepts Problem Statement pl 4 Personal Learning Acknowledgements pl 3 Team Development Who is on the team? Idea Development The Big Idea How shall we work together? Developing Guiding Questions Developing the Challenge Video Copyright Communicating new powers and creations Articulating, applying and building understanding Permissions 13

HKBU pilot run – design Pretest Training on working in diversified teams Team challenge to address SDGs Posttest CATME* tool DTT BP CATME* tool *CATME: www. catme. org April - May 2018: • Two teams formed by 6 HKBU students (3 each), mixing: § Locals (HK) and non-locals (Korea, Malaysia, Taiwan) § Disciplines (Business, Film, Science, Sociology) • Each team used BP as the sole collaborative platform § Team Development – member introduction, work plan … § Idea Development – to formulate ideas for a video (< 5 mins) to address the chosen SDG § Produce and upload the video as Deliverable 14

HKBU pilot run – preliminary results Pretest Training on working in diversified teams Team challenge to address SDGs Posttest Time spent on DTT modules by team members (as of 8 May 2018) 15

HKBU pilot run – preliminary results Pretest Training on working in diversified teams Team challenge to address SDGs Posttest Contribution (word %) on BP by team members (as of 8 May 2018) 16

HKBU pilot run – preliminary results Training on working in diversified teams Pretest CATME teamwork self-evaluation (pre- and post-tests) Team challenge to address SDGs Posttest Mean score Team 1 Pre Post Team 2 Diff. Pre Post Diff. 1. Contributing to the Team's Work 4. 83 4. 58 -0. 25 4. 29 4. 00 -0. 29 2. Interacting with Teammates 4. 77 4. 57 -0. 20 4. 10 4. 07 -0. 03 3. Keeping the Team on Track 4. 19 4. 52 0. 33 3. 86 4. Expecting Quality 4. 50 4. 92 0. 42 4. 50 4. 08 -0. 42 5. Having Relevant Knowledge, Skills, and Abilities 4. 25 4. 42 0. 17 3. 83 3. 50 -0. 33 0. 00 Mean score difference (post vs. pre) Increased Decreased Unchanged 17

HKBU pilot run – preliminary results How did the discussions go? Team 1 Idea Development Early Apr 2018 Late Apr 2018 Video produced by Team 1 on “Zero Hunger” (30 sec. excerpt) 18

CCGame – moving forward • HKBU is in discussion with UNESCO Hong Kong Association to work together and publicise the SDGs • To further pilot and invite non-local institutions to participate Incorporating Pa. Gam. O to raise students’ awareness of SDGs Pretest SDG awareness building Training on working in diversified teams Team challenge to address SDGs Posttest CATME Pa. Gam. O DTT BP CATME Incorporating Pa. Gam. O, u. Reply and flipped classroom approach Pretest SDG awareness building In-class SDG scaffolding activities Training on working in diversified teams Team challenge to address SDGs Posttest CATME Pa. Gam. O u. Reply DTT BP CATME Flipped classroom • To fine tune the platforms, e. g. adding notification system to BP

References Johnson, L. and Adams, S. , (2011). Challenge Based Learning: The Report from the Implementation Project. Austin, Texas: The New Media Consortium. Retrieved from https: //www. learntechlib. org/p/49837. Johnson, L. , Smith, R. , Smythe, J. and Varon, R. (2009). Challenge-based learning: An approach for our time. Austin, TX: The New Media Consortium. Retrieved from http: //search. ebscohost. com/login. aspx? direct=true&db=eric&AN=ED 505102&site=ehostlive. Roselli, R. J. , & Brophy, S. P. (2006). Effectiveness of Challenge-Based Instruction in Biomechanics. Journal of Engineering Education, 95(4), 311 -324. 20

Deploying Challenge-Based Games for Student Learning: An Initial Report from Hong Kong Baptist University Thank you! For more information about the CCGame Project: http: //ccgame. hkbu. edu. hk Martin LAU martinlau@hkbu. edu. hk 21