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Time and Serious Games

1st GALA Alignment School, Edinburgh, 21/06/2011

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Mireia UsartTutoring: Margarida Romero

Direction of Educational Innovation and

Academic Quality (DIPQA), ESADE.

Contact: mireia.usart@esade.edu

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INDEX

1. Time in Games

2. Time Perspective

3. Time Perspective and Learning

4. Aim

5. References

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Time in Games

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Some commercial games have time outs and clocks...

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1. Time in Games

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...there are also Serious Games designed to improve time

management...

1. Time in Games.

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...but, are they pedagogically useful? Are studentsimproving their time competence or managing time stress

while playing SG?

Game Based Learning (GBL)

Games can enhance learning, both individual and collaborative,

through practicing, training skills and competences.

Serious Games (SG) are pedagogically designed or adapted to

be useful tools that help students reach learning goals using

game advantages (fun, motivation, flow...)

1. Time in Games.

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Time as a Construct

We consider Time as an important factor that should

be taken into account because of its previously

studied relationship with Academic Achievement (de

Volder, 1982; Zimbardo, 1999) in face to face learning

environments.

Few studies have focused on Time, as a construct,

and its relation with learning processes andoutcomes in GBL environments.

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1. Time in Games.

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Time Perspective

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Time Perspective (also called Time Orientation) definitions:

2. Time Perspective

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The degree to which one

reflects upon the past, is

centered in the present, or

anticipates the future.(Lennings, 2000)

The manner in which individuals, and cultures, partition

the flow of human experience into distinct temporal

categories of past, present and future. (Zimbardo et al.

1997)

A complex construct of sub-factors,namely extension, structuralization, and

realism that can be applied to both past

and future perspectives. (Nuttin, 1985)

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2. Time Perspective

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A Balanced Time Perspective permits to jointly consider different

temporal patterns and adapt them to each situation leading to

the so called temporal competency. (Zaleski 1994)

Future Time Perspective, defined as The length of the future time

span over which one conceptualizes personalized future events

(Wallace, 1956). A general concern for future events

(Kastenbaum, 1961). A general capacity to anticipate, shed light

on, and structure the future. (Gjesme, 1983).

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Time perspective and

Learning

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Previous studies

FTP can lead to higher levels of academic achievement.

(Zimbardo and Boyd, 1999)

There is enough empirical evidence to conclude that the

instrumental aspect of FTP increases the strength or intensityof student motivation for school tasks. (Phalet 2004)

Authors relate TP with motivation, self-efficacy, academic

achievement, performance in learning, and sign up time

(Peetsma, 2000).

Some authors are studying how students with different TimePerspectives collaborate in CSCL environments (Romero,

2011)

3. Time Perspective and Learning

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Aims, questions and

hypotheses

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Time Perspective and Learning in GBL

When a player is in a state of flow, his or her time perspectivetemporarily changes, students adapt their Time Perspective.

A student with a Balanced TP should be able to better adapthis/her time orientation in order to better play and learn.

Games including time challenges and tasks could help trainingtime competence.

At a long term, students could be more able to acquire self-efficacy and improve learning processes and outcomes.

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4. Aims, questions and hypotheses.

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4. Aims, questions and hypotheses.

We aim to study the relation between students' TemporalPerspective , students' performance and its relation with

learning in GBL.

1. How does Time Perspective influence

collaborative GBL processes?

2. Are students with similar

TP better performing and showing

better learning results?

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Research ProspectiveData will be collected in the context of Esade Management courses:

1. The ZTPI test for all students participating.

2. A collaborative Serious Game (eFinance Game).

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4. Aim

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Research Prospective3. A time out or a clock:

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4. Aim

In Progress

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References

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4. References

De Voider, M. L. & W. Lens (1982). Academic Achievement and Future Time Perspective as a

Cognitive-Motivational Concept. Journal of Personality and Social Psychology, 42, 3,

566-571

Gjesme, T. (1983). On the concept of future time orientation: consideration of some functions'

and measurements' implications. International journal of psychology, 18, 443-461.

Kastenbaum, R. (1961). The dimensions of future time perspective, an

experimental analysis. The Journal of General Psychology, 65, 203-18.

Lennings, C. J.(2000). Optimism, Satisfaction and Time Perspective in the Elderly. The

International Journal of Aging and Human, 51, 3, 167-181

Nuttin, J. (1985). Future time perspective and motivation: Theory and research method.

Hillsdale, New Jersey: published jointly by Leuven University Press: Lawrence

Erlbaum Assoiciates.

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References

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4. References

Peetsma, T. & van der Veer, I. (2011). Relations between the development of future time

perspective in three life domains, investment in learning, and academic achievement.

Learning and Instruction, 21, 3, 481-494.

Phalet, K., Andriessen, I. & Lens, W. (2004). How Future Goals Enhance Motivation and

Learning in Multicultural Classrooms. Educational Psychology Review, 16, 1, 59-89.

Romero, M. (2011). Students' temporal perspectives, participation, temporal group awareness

and grades. Are future oriented students performing better?. Presented at the FP7 IAPP

Euro-CATCSCL Scientific Results workshop. Universit de Toulouse, France.

Wallace, M. (1956). Future time perspective in schizophrenia. Journal of Abnormal Psychology,

52, 2, 240-5.

Zaleski, Z. (1994). Psychology of future orientation. Lublin [Poland: Towarzystwo Naukowe

KUL.

Zimbardo, P. G. & Boyd, J. N. (1999). Putting time into perspective: A valid, reliable individual-

differences metric. Journal of Personality and Social Psychology, 77, 12711288

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Thanks for your time!

Edinburgh, 16/06/2011

Mireia Usart

ESADE

Direction of Educational Innovation

and Academic Quality (DIPQA)

Av. de Pedralbes, 60-62E-08034 Barcelona

http://www.esade.edu

Esade

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