Stipulating innovation in STEM learning and teaching with the use of serious games

Date

2016-05-20

Speaker

Petros Lameras

Abstract

The presentation will provide an overview of the Serious Games Institute (SGI),Coventry University as a centre of excellence in serious games applied research in relation to the overarching applied research strands and the serious games that have been developed focusing on education, health and environment. Special emphasis will be given on serious games for STEM learning and teaching stipulating the emergence of games that aim to enhance teachers and student skills, competencies and learning outcomes in formal and informal learning settings. Discussion and reflection around games and other technology-based learning interventions for co-design, co-creation, measurement, analysis and visualisation of deeper learning processes, strategies, methods and knowledge forms enacted in games will be put forward. We will examine SGI’s strategic applied research trajectories on STEM education and will contemplate past and current project initiatives as means of forging opportunities to pursue excellence in science research, learning and teaching. Participants will gain an understanding on SGI’s efforts to creating innovation in a niche area such as STEM, and will develop an awareness on issues around deeper learning attributes in games for transdisciplinary science learning and their association with game mechanics, dynamics and aesthetics.

Slides

No available

Vídeo

No available

Author's biography

Petros Lameras

Petros is a Research Fellow at the Serious Games Institute. His research interests span the areas of games science research in general and within the research strand of investigating how learning and teaching in Science Technology, Engineering and Mathematics (STEM) may be enhanced with the use of games. Teaching and learning aspects in relation to measuring, visualising and analysing data (in-game learning analytics) on student’s deeper learning distinctive approaches as well as exploring metrics and indicators of tracking and monitoring teacher’s ways of guiding learning and enhancing in-game assessment (teaching analytics). Petros has worked as a researcher in European and national RTD projects exploring the use of technology in learning as well as the integration of games and digital content for developing authentic and meaningful teaching and learning experiences. He has been engaged in supporting and guiding teachers in designing, describing, capturing and representing their teaching ideas by developing case studies and learning activity design templates. Petros has coordinated, managed and implemented EU educational research projects, exploring the use of technology and serious games in formal (schools and universities) and informal (museums, science centres) learning settings. Petros has worked as Research Associate at the University of Sheffield for an FP7 project on training science teachers for adopting inquiry-based learning titled Pathway. He has collaborated with colleagues and practitioners alike to build and instantiate research ideas for funding and managing grants (e.g. H2020, FP7, Erasmus +). He has worked autonomously and collaboratively in different instances for developing e-learning content in accordance to structured processes and standards (e.g. IEEE LOM, IMS-LD, SCORM etc.) involving quality assurance processes and strategies for ensuring the content and/or activity produced matches the level of students (i.e. it is aligned with students’ prior experiences and knowledge of subject matter and e-learning). Petros has been awarded the prestigious Society for Research into Higher Education (SRHE) award in UK for currying out research on features of serious games design encompassing an attempt to match game categories / mechanics with learning attributes. He has also been granted the Study Visits Programme part of the LLP for exploring the theme of gamification in education and training with a group of specialists and policy makers across Europe. He has published over 60 scientific journal and conference papers and he is member of scientific committees of high-impact technology-enhanced learning and gamification conferences.

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