My name is Panagiotis Rigas and I was the research coordinator of the eConfidence pilot tests in IES Fernando de Rojas, Spain. I worked closely with my colleague Mr. Digno Aniceto Gómez who was in charge of controlling the implementation of the test in the class. In this article, I do not only express my personal opinion but also my school´s opinion.
We joined the eConfidence project with a clear desire to learn more about serious games. We also wished to participate in an international research and innovation project and it was a good opportunity for our students to gain new experiences. Our participation helped us understand better the idea of serious games. It was a learning option that we had not thought up to now, mainly due to our lack of knowledge.
Through our experience, we learnt that serious games can be useful in the teaching process. It can motivate and engage the students towards the learning goal. This motivation is particular interesting when the goal is a change in behaviour and attitude.
At the beginning, students were very interested. It was an innovative and motivating teaching method for them. Over time, they started getting bored. They found the games very slow, repetitive and tedious. Students at this age are used to more dynamic and lively videogames. A vibrant design in the games would have maintained the interest of the pupils and could bring much more successful results.
Both games try to have a positive impact on behavioural changes and face challenges referring to the safe use of internet and bulling. There have been a number of benefits for our students such as motivation, meaningful learning and the development of positive attitudes like empathy, friendship critical thinking and social skills. They have learnt to recognize online risks. They improved their digital competence by developing adequate and safe digital skills. They have learnt to identify bulling situations and use satisfactory ways to cope with them.
We have a positive impression from our school´s participation in the project. Both staff and pupils had the opportunity to become familiar with the use of serious games in education. Although students found that the games lacked liveliness and energy, in comparison to the videogames they are used to, we consider very important the educational purpose of the game. Therefore, we would recommend the games to other teachers and schools as means of fostering positive behavioural change.