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Serious Games Opportunities for the Primary
Education Curriculum in Quebec
Margarida Romero
(&)
and Sylvie Barma
UniversitéLaval, 2320 rue des Bibliothèques, Québec G1V 0A6, Canada
{margarida.romero,sylvie.barma}@ulaval.ca
Abstract. Curriculum integration is one of the main factors in the teachers’
decision-making process when deciding to use games in formal educational
contexts. Based on this observation, we aim to provide primary education
teachers with a selection of (serious) games in each of the main areas of the
primary education curriculum in Quebec. The taxonomy of the games selected
includes Serious Games (SG), designed for educational purposes from the start,
but also repurposed games, which, despite not having being intentionally
designed for educational purposes, could be diverted for meeting the curriculum
objectives of primary education.
1 Introduction
In formal education, the curriculum is the main guideline for the learning activities
proposed by the teachers in order to facilitate the learners’achievement of the knowl-
edge and competences defined for each curriculum area and level. The curriculum “lies
between the teacher and the learners”[1, p. 96] resulting in a social interaction in an
specific formal education context where teachers often use the curriculum as a rationale
for the learning activities decision making. Games are often perceived as a diversion
from curricular pedagogical goals and even considered by some teachers as “frivolous,
unproductive, and apart from the real world”[2, Para. 8]. According to McFarlane,
Sparrowhawk and Heald, “obstacles to game use in schools is a mismatch between game
content and curriculum content, and the lack of opportunity to gain recognition for skill
development”[3, p. 4]. In some cases, educational games are offered to students as a
reward but not as a primary learning activity [4]. When games are perceived as a
second-order learning activities, the inflexibility of the curriculum and the lack of
teaching time is also invoked as a barrier to integrate the adoption of games [5]. Nev-
ertheless, there is an increasing number of Serious Games (SG) addressing the curric-
ulum objectives which could be used for achieving the curricular pedagogical goals in
an efficient manner which remains unknown to. We find it relevant to point out that
many educators believe that the use of games has many benefits in the educational
context [6]. Serious games primary purpose is something other than mere entertainment.
They “invite the user to interact with a computer application designed to combine
elements of teaching, learning, training, communicating and information processing
with playful aspects provided by the video game. Such an association is designed to
supplement utilitarian content (serious content) with a videoludic approach (a game)”[In
French, translation by authors][7, p. 11].This study aims to identify the SG available for
©Springer International Publishing Switzerland 2015
A. De Gloria (Ed.): GALA 2014, LNCS 9221, pp. 121–131, 2015.
DOI: 10.1007/978-3-319-22960-7_12
the primary education curriculum in Quebec but also some limitations teachers are
facing if they want to make good use of them in their classes. The paper starts by
introducing the pertinence of SG in the context of primary education and the adequacy
for the K-12 learners. We then focus on the primary education curriculum of Quebec
discussing the universal aspects of this curriculum in relation to other primary education
curricula in European countries.
The methodology for identifying the games in relation to the primary education
curriculum is introduced in the fourth section, before introducing the results and dis-
cussing the opportunities and limits of the present identification of SG for primary
education curriculum in Quebec and its potential use in other educational contexts.
2 Learning Through SG in Primary Education
This section aims to explore the interest of Game Based Learning (GBL) and SG in
primary education, based on the pedagogical goals of primary education and the
opportunities offered by GBL and SG for achieving them.
2.1 Primary Education Goals and Context in Quebec and Europe
Primary or elementary education aims to educate children, addressing “their emotional
and intellectual development, the development of their creativity, and their acquisition
of social, cultural and physical skills”[8, p. 1], focusing on the main competences and
knowledge to be part of society. Primary education has progressed worldwide in the
last decades and is close to reach the United Nations goal of achieving the Millennium
development goal of Universal Primary Education (UPE). While developing countries
focus on actions for facilitating schooling in rural areas and reducing the disparity of
gender in education, developed countries discuss the curriculum objectives of primary
education for the 21
st
Century and the learning methodologies to ensure the success of
every child. In developed countries, primary education is considered a foundational
educational stage for developing literacy, numeracy the key competencies and numeric
and language literacies before the secondary education programs. According to the
latest data of the OECD family database, the variation in school starting age is very
important among OECD countries. In Belgium, France, Italy and Spain almost 100 %
of 3–5 year olds are enrolled in formal preschool programs [9]; which aims to prepare
children for their primary education. In Quebec, a formal preschool course is optional
at five years old and primary school begins at the age of six, which situates Quebec
among the schooling systems where the formal curriculum is introduced later. Children
backgrounds in relation to their informal and formal pre-schooling education is one of
the challenges to be addressed by the primary education teachers during the first years
of primary education. The primary education is structured around three main com-
pulsory subjects with apportioned times (French, Mathematics and Physical education
and health) and five compulsory subjects with unapportioned times (English Second
Language, Arts education, Ethics and religious culture, Geography, history, citizenship
education and Sciences and technology) [10]. The schools and the teachers have an
122 M. Romero and S. Barma
important degree of temporal flexibility with unapportioned time subjects, leading to
the opportunity of using innovative and interdisciplinary approaches of learning. The
interviews to pre-service teachers in Quebec lead to consider a higher opportunity to
use (serious) games in primary education than secondary education because of a higher
flexibility in the curriculum execution in primary education than secondary education.
Despite the greater opportunity to integrate SG in primary education, the effective
integration of SG in primary education is still limited to innovative projects [11].
During the last decade, both European and Quebec primary curriculum have changed
from an objectives-based to a competency-based pedagogy [12,13]. In relation to
European primary education curriculum, there are important similarities in terms of
mathematics, science and technology; Quebec primary education teachers’are used to
introduce popular culture and characters in the classroom [14], which could be
favorable to help integrating games as popular cultural artifacts in the classroom. In
both contexts, European and Quebec elementary schools have been equipped with
different types of educational technologies through the last decade, including computer
or media labs, laptops and tablet computers and interactive whiteboards in different
degrees, creating a big diversity of educational technologies landscapes in each school.
While educational technologies are still diverse and not available for all the learners
and primary teachers, the integration of computer games faces a technological chal-
lenge in their integration to primary education.
3 Methodology for Identifying the (Serious) Games
In order to identify the (serious) games that could be integrated in the primary edu-
cation curriculum we have developed a two axis criteria. The first axis, considers the
curriculum, including the 8 areas of the primary education disciplinary fields:
(1) French, (2) Mathematics, (3) Physical education and health, (4) English Second
Language, (5) Arts education, (6) Ethics and religious culture, (7) Geography, history
and citizenship education; and (8) Science and Technology. The second axis integrates
the strategies for adapting (serious) games to the curriculum objectives: (1) using SG or
customizing existing games, (2) repurposing existing games and (3) creating new
games. We introduce the strategies for adapting (serious) games to the curriculum
objectives in the next section before introducing the (serious) games identified for the
primary education curriculum.
3.1 Strategies for Adapting (Serious) Games to the Curriculum
Objectives
Computer games are techno-pedagogical artefacts which are still quite complex to
design by teachers. Despite the growing number of technological solutions which are
offered for creating games (e.g. Unity, Ren’py, Scratch…) the techno-pedagogical skills
and the time required for developing a game from scratch are important barriers to
engage primary education teachers to develop their own computer games. When
introducing games in their practice, teachers engage in a decision making process in
Serious Games Opportunities for the Primary Education Curriculum in Quebec 123
which they should select an existing game that fits with the curriculum objectives or
repurpose an existing entertainment game, which has maybe not being designed initially
with an educational objective but which could be used as part of a learning activity [15].
The perfect matching between the pedagogical intentions of the teacher in relation to the
curricular objectives and the pedagogical use of (serious) games requires time, adap-
tations or customization. A study involving pre-service teachers’analysis of different
SG, illustrated that SG are in most cases not fully adapted in terms of curriculum
objectives, but also in terms of the “design (colors, shapes, pictures etc.), scenarios,
characters, levels, points, and feedback”, which requires a redesign of the game in order
to fit an appropriate curriculum integration in the classroom [16, p. 1351]. In order to
face the challenge of adapting the game to the curriculum goal, there are mainly three
strategies that we will describe in the next section: (1) customizing existing games,
(2) repurposing existing games and (3) creating new games.
3.1.1 Customization of Existing SG
Firstly, there is the possibility the redesign and customization of games to fully match
the learners’needs to achieve the curricular goals. Adaptation and customization of the
games could be made in terms of difficulty, language, knowledge content, metacog-
nitive supports [17], learner skills and competence assessment SG [18], among other
adaptive characteristics of SG. This first strategy requires the SG to be technologically
advanced enough in order to support a certain degree of adaptability, but more
importantly, this strategy requires technological skills that could became a barrier to the
integration of SG in the formal education.
3.1.2 Repurposing Existing Games
Secondly, the teacher could decide to adapt the learning sequence in order to integrate
computer entertainment games or SG in a way that could help achieve the curricular
objectives and avoid losing the “educational focus”[19]. Popular entertainment games
such Angry Birds could be repurposed in the context of mathematical learning [20]if
the teacher succeeded to integrate the learning objectives and the use of the game
within the curricular objectives. Entertainment games can be used as popular content in
the classroom, such as the use of newspapers or other type of media, when the teacher
organizes the learning sequence as a resource in one of the phases of the teaching or
learning process. Playing simulation and virtual words, such SimCity could be a pos-
sibility to introduce the urban geography curriculum [21], providing an environment of
simulation before starting to introduce the concepts of urban geography of the cur-
riculum. Nevertheless, games are often used at the end of the learning sequence as a
way to evaluate or transfer the knowledge and competences developed through the
learning sequence. Sancar Tokmak and Ozgelen observed pre-service teachers inte-
gration of (serious) games for curricular objective, and observed “the computer games
selected required students to have pre-knowledge to play. For example, children had to
know addition and subtraction process in order to play the computer game on basic
operations.”[16, p. 1354].
124 M. Romero and S. Barma
3.1.3 Creating (Serious) Games as a Learning Activity
Finally, we should consider the strategy of creating games as a learning activity helping
to achieve the curriculum objectives. Kangas [22] develops creative and collaborative
learning competencies through the development of a playful learning environment
where the children are invited to co-create and play computer games. The MAGICAL
project [23] aims to develop also the creative and teamwork competences through the
use of a game-authoring environment where the children create games collaboratively.
The game authoring platforms Scratch (http://scratch.mit.edu/) and Ren’py (http://
www.renpy.org/) are specially adapted for introducing children to game development,
which contributes to their digital literacy skills, their algorithmic, algebraic and geo-
metrical mathematical knowledge; but also to the narrative development of the lan-
guage curriculum by creating a scenario for the game and their characters [24]. Game
creation is a learning activity with multiple opportunities for the primary education
curriculum, which could be exploited as an interdisciplinary project in history and
geography (game contextualization), arts (game and characters design), first and second
language (narrative, character development, scenario and dialogues…), mathematics
(algebra, geometry …) and science (game items interactions) (Fig. 1).
Kafai [25, p. 74] discuss the opportunities of the game creation learning activity for
allowing children be placed “in a situation that requires them to design, plan, reflect,
evaluate and modify their programs on a constant basis”, which could contribute to
“development of children’s abilities to deal with complex tasks”. Game creation and
programming has been introduced as learning activities in many schools with initiatives
such as the one of Hour of Code promoting programming skills among K-12 children
in the USA, or the www.code.org tutorial, which “teaches basic coding principles
through gameplay”[26, p. 99]. Little by little, these initiatives of informal education
are becoming formal; in July 2013, UK has become the first country to integrate
programming as an official objective of the primary education curriculum [27]. The
creation game strategy requires the teacher to develop her own programming skills or
be able to delegate this expertise to other colleagues or the children. In relation to ICTs
general uses teachers are sometimes behind part of their pupils; but can develop a
classroom management strategy were the more advanced ICT people (often part of the
pupils) have the responsibility to help the other members of the Community of Learners
Fig. 1. Programming a square shape with Scratch.
Serious Games Opportunities for the Primary Education Curriculum in Quebec 125
(CoL), including the other pupils and teachers. When teachers joins the learning
journey from the same starting point than children in the pedagogical integration of
ICTs, teachers models part of the 21
st
century competencies of learning to learn
(lifelong learning), teamwork and collaborative learning, but also solution making
strategies to overcome the technological challenges emerging in the classroom.
4 Identification of (Serious) Games for Primary Education
The strategies of games integration described in the previous section constitute the
second axis of the matrix for identifying the (serious) games that could help develop
the curriculum areas (first axis) of primary education in Quebec. The integration
strategies include (1) using SG for children education or customizing existing games,
(2) repurposing existing games and (3) creating new games. In order to facilitate the
use of the SG identification in other international contexts, we added a column in
Table 1, specifying the language availabilities of the games. The game identification
has been developed based on a literature review of the serious games in primary
education in Quebec using EBSCO and ERIC databases. The games selection was
completed with the game identified by 51 pre-service teachers in their third year of their
teacher training program in UniversitéLaval in 2014.
Despite the SG available, most educators have remained skeptical about the rele-
vance of using them [6]. It still remains a challenge for most elementary and secondary
teachers. So far, very little has been done during the formative years of pre-service
elementary teachers to make sure they develop an awareness of resources available to
them and understand the potential of SG with their students. Teachers do not feel
tech-savvy and are afraid to incorporate new technologies to their practice. However, at
the present time, the pervasive use of digital technologies as tools of mediation in
cultural practises, both in the West and elsewhere in the world, has to be taken into
account. As the Canadian Council on Learning’s report on virtual learning stated
[30, p. 9]: “Canada’s younger generation is primed to exploit the potential of learning
technologies. Computers, multimedia programs, chat rooms and other manifestations of
the digital age are now common throughout children’s developmental years –as almost
any parent or educator will attest”. Developing pre-service teachers ICT competencies
could be a strategy to exploit this potential, and allow future teachers to be more
knowledgeable about the ICT technologies that could be integrated in education, in
general, and have a better knowledge about the GBL and SG opportunities for
achieving their curricular objectives. In this sense, Romero has proposed and intro-
duction to SG integration in the elementary school to the 2014 cohort of the pre-service
teachers enrolled in the “ICT integration in primary education”course at Université
Laval in 2014. None of the pre-service teachers had ever heard before about the
existence of SG and they did not figure out the possibilities to repurpose existing games
or create new ones using the game authoring platforms. The introduction to SG inte-
gration activity was introduced during 30 min in the classroom and each of the students
was required to identify a (serious) game to be integrated in the primary education
curriculum. Most of the students (50 over 51) succeeded to integrate a (serious) game
in the primary curriculum.
126 M. Romero and S. Barma
Table 1. Games for primary education according to curriculum areas and the integration
strategy.
Curriculum Area
(Axis 1)
(Serious) Game Language Integration Strategy
(Axis 2)
(1) French Les mots du Visuel. Spelling
and ortography.
FR SG for children
education
Du plaisir àlire. French
literacy.
FR SG for children
education
Magimot. Ortography FR SG for children
education
Thélème. Social network for
learning French Second
Language
FR SG for children and
adults
(2) Mathematics La Souris Web. Geometry,
symmetry.
FR SG for children
education
Timez Attack. Mental
calculations [28].
FR SG for children
education
Bejeweled Blitz. Casual
games for learning
geometry, shapes and
algebra.
EN, FR Repurposed game
Angry Birds. Casual games
for learning
EN Repurposed game
CalculaTice. Mental
calculations.
FR SG for children
education
MathémaTice. Mental
calculations.
FR SG for children
education
Le cafédes MATHadores.
Venn diagrams, algebra,
applied mathematics.
FR SG for children and
young
Math Mountain. Mental
calculations.
EN SG for children
education
(3) Physical
education and
health
Vinz et Lou mettent les pieds
dans le plat. Nutrition and
Health.
FR SG for children
education
(4) English
Second
Language
The Sims, English Second
Language
EN Repurposed game
Wordspot, English words
identification.
EN SG for children and
adults
(5) Arts education Crayons Physics, Arts. EN SG for children and
adults
(6) Ethics and
religious culture
World of Warcraft, Using
the game to reflect on
violence and ethics.
EN Repurposed game
(Continued)
Serious Games Opportunities for the Primary Education Curriculum in Quebec 127
5 Discussion
As mentioned previously, this study aimed to identify SG that could be used in the
context of the primary education curriculum in Quebec. The (serious) games identifi-
cation process leads to an observation of a majority of SG in the curricular area of
mathematics, followed by science and technology. In mathematics we observe the
higher rates of using repurposed games. The strategy of game integration most con-
sidered by pre-service teachers was the use of existing SG, designed specifically for the
primary education curricular objectives. The rationale behind the use of existing SG is
the facility of integration. These results point out the pre-teachers avoidance of cus-
tomizing, adapting or creating new games due to the technological requirements for
developing these strategies. There is a need to allow pre-service teachers to develop the
strategies of customization, repurposing and game creations, and stop waiting for the
perfect matching between the SG and the curricular objectives. With this objective, we
aim to highlight two main ideas to increase the (serious) game integration in the
primary classroom. Firstly, teachers’have the possibility to adapt existing games and
technology. There is no need to wait for the perfect SG matching perfectly each
curriculum objectives. We have observed different strategies that could help introduce
Table 1. (Continued)
Curriculum Area
(Axis 1)
(Serious) Game Language Integration Strategy
(Axis 2)
(7) Geography,
history and
citizenship
education
Pays du monde. Geography,
list of the countries.
FR SG for children and
adults
Happy wood. Geography
and citizenship.
FR SG for children and
young
Le code perdu. Citizenship. FR SG for children and
young
Civilization. Geography and
urban context.
EN Repurposed game
SimCity. Geography and
urban context.
EN Repurposed game
(8) Sciences and
technology
Lake Adventures. Water
management and
sustainable development.
FR SG for children
education
Donjons & RaDon.
Introduction to physics
[29].
FR SG for children and
young
Énerguy. Energy
management and
sustainable development.
FR SG for children and
adults
Crazy Machines.
Introduction to physics.
EN SG for children and
adults
128 M. Romero and S. Barma
existing (serious) games for developing the curriculum objectives through custom-
ization, repurposing existing games or by creating games as a learning strategy. Event
when the school facilities does not provides computer equipment for all the learners,
teachers could organize the classroom activities in order to run games in collaborative
challenges, or even invite the children to bring their laptops, smartphones or tablets to
the classroom through a “Bring Your Own Device”(BYOD) policy. Introducing games
in the classroom should not be limited by the existing (serious) games neither by
technology when the teacher is able to customize, repurpose or engage in creating
games in technologically diverse contexts. Secondly, teachers do not need to become
tech-savvy before integrating computer games in the classroom, they just should
change their paradigm from “I’m-the-Teacher-I-know-everything”to a Community of
Learners (CoL) paradigm where the teacher is the facilitator of the learning experience
but does not control everyone and everything (domain knowledge, technologies,
software…) but allows the emergence of collaborative solution solving strategies. In
relation to the use of ICTs, teachers are sometimes behind part of their pupils; but can
develop a classroom management strategy were the more advanced ICT people (often
part of the pupils) have the responsibility to help the other members of the Community
of Learners (CoL), including the other pupils and teachers. When teachers joins the
learning journey from the same starting point than children in the pedagogical inte-
gration of ICTs, teachers models part of the 21
st
century competencies of learning to
learn (lifelong learning), teamwork and collaborative learning, but also solution making
strategies to overcome the technological challenges appearing in the classroom.
Prensky [31], describe young people as Digital Natives, and as the Game Generation.
Primary education teachers should made be aware of those facts and invited to take part
in a Community of Practices (CoP) and other professional events and networks in order
to develop a better awareness of the SG integration in the classroom. Developing their
personal network to improve their game integration projects successfully and reflect on
their practices with other colleagues could reveal an important step in changing their
teaching practices for the benefit of the learners.
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