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Presented at STEMxCon 2013, Saturday, September 21st, and 1:00 EST. http://stemxcon.com/forum/topics/best-practices-around-implementing-educational-games
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Tropf - Educational Games Slide
Best Practices Around
Implementing Educational
Games
1
Tropf - Educational Games Slide
About Me
2
Doctoral Candidate: School Psychology @ University of Florida
Specialization: Program Evaluation
Minor: Research & Evaluation Methodology
Dissertation (Pending): Motivation, Goal Orientation, and Academic Performance in Educational Games and Anity Spaces
School Psychology Intern with Alachua County Public Schools (Gainesville, Florida area)
Co/founder & CEO of Immersed Games (early ed tech startup)
Tropf - Educational Games Slide
Agenda
3
Tropf - Educational Games Slide
1
Agenda
3
Tropf - Educational Games Slide
1Intro
Why care?
2
Agenda
3
Tropf - Educational Games Slide
1Intro
Why care?
2Literature
ReviewTheory &
empirical evidence
3
Agenda
3
Tropf - Educational Games Slide
1Intro
Why care?
2Literature
ReviewTheory &
empirical evidence
3
Agenda
3
Tropf - Educational Games Slide
1Intro
Why care?
2Literature
ReviewTheory &
empirical evidence
3Best Practices
for implementing
4
Agenda
3
Tropf - Educational Games Slide
1Intro
Why care?
2Literature
ReviewTheory &
empirical evidence
3Best Practices
for implementing
4Resources
Tools for f inding games
Agenda
3
Tropf - Educational Games Slide 4
“In some ways the world of education is going to go through one of the most massive changes in the next five years
than it has seen in the last three thousand years. It’s a perfect storm.”
-Nolan Bushnell
(Tack, 2013)
should they have to disconnect in schools, or can we use this interest?
97% of teens aged 12-17 play video games
including: computer, web, mobile, and console
50% of teens reported that they played a game “yesterday”
Those that play daily spend at least 1 hour per day
Students empowered & engaged in digital media with these
Tropf - Educational Games Slide
Ubiquitous Technology
5(Prensky, 2001a)
Tropf - Educational Games Slide 6
Video games present a unique opportunity to engage students as
they “situate meaning in a multimodal space through embodied experiences
to solve problems.”
-James Paul Gee
Educational Games
(Gee, 2007, p. 40)
Tropf - Educational Games Slide
LiteratureReview
7
brief
Tropf - Educational Games Slide
Defining Games
KeyDimensions
control
sensory stimuli
fantasy
challenge
8
rules & goals
mystery
reaching flow
(Garris, Ahlers, & Driskell, 2002)
Tropf - Educational Games Slide
Learning through Gameplay
User Judgments: interest, enjoyment (fun & flow), confidence, task involvementWhen positive, user behaviors are highly motivatedSystem feedback continues to motivate players
9
! (Garris et al., 2002)
(Garris et al., 2002)
Tropf - Educational Games Slide
Example: Quest Atlantis
10(Barab et al., 2005)
Tropf - Educational Games Slide
Meta-analysis on interactive simulations and games
Resulted in significantly higher cognitive gains than traditional instruction, across all situations and variablesWhen separated (simulations / games), games not reliable result - more research needed
Empirical Research
Vogel et al., 2006
Hays, 2005
11
Meta-analysis on games for instructional purposes
Games can be eective, but not supported to be more eective then other well-designed instructional methods (especially due to methodological issues)Instructional support around games important to improving eectiveness of experience
Tropf - Educational Games Slide
Qualitative meta-analysis
65 game eectiveness studies: 34 positive, 17 mixed, 12 no dierence, 1 negativeOnly 10 examined learner characteristics (gender mixed results on impact; low SES enjoyed most but diculty getting knowledge from game)
Empirical Research
Ke, 2009
Recent Studies
12
I compiled additional recent studies not included in Ke
Of 8 learning eectiveness studies: 6 games more eective, 2 no significant dierences
“Games do motivate. They motivate players to play the game. This can be beneficial if the game is
designed to target and meet instructional objectives. Otherwise, learners may spend their time learning to
be successful at the game without receiving instructional benefits from these experiences.”
Tropf - Educational Games Slide
Research on Motivation
Ke (2009) - games encourage motivation across varied learners and situationsHays (2005) - evidence often anecdotal supportRecent studies - increased engagement, positive attitudes, higher intrinsic motivation
13
(Hays, 2005, p. 46)
Ke (2009) six themes:
Sparse literature base
Empirical studies have conflicting results
Fragmented empirical research
Much research anecdotal or descriptive
Not many longitudinal studies
Some knowledge domains (math, physics, language arts) studied more frequently
Tropf - Educational Games Slide
Research Limitations
because many articles are opinions rather than data
14
Also:
Methodological issues such as no control / comparison group (Vogel et al., 2006; Hays, 2005)
More need for learning characteristics and pedagogical
environments
Most studies in Ke analysis included less than 2 hours of gameplay one was a single
3-minute session
Tropf - Educational Games Slide
Classroom Implementation
15
kids can help with this!Content area expertise is more important than familiarity with games
Being tech friendly helps – particularly in the early stages.
EduGames are inherently student–centered and constructivist. Teachers should have the temperament to work in this fashion.
Familiarity with dierentiated instruction is very useful in most deployments.
Politically, it helps to have teachers who can hold the respect of their peers and administrators.
Find teachers who proactively seek eective new tools for students.
Tropf - Educational Games Slide
Teachers’ Implementation
16(Wilson, 2009)
Tropf - Educational Games Slide 17
“ My niche when working with the students is helping them understand
the math concepts that they must know and utilize. …They seek me out for help when they want to…develop higher scores as math concepts are required for them to generate high
scores.”
“I am very involved in helping them contextualize decisions.”
(Wilson, 2009)
kids can help with this!Content area expertise is more important than familiarity with games
Being tech friendly helps – particularly in the early stages.
EduGames are inherently student–centered and constructivist. Teachers should have the temperament to work in this fashion.
Familiarity with dierentiated instruction is very useful in most deployments.
Politically, it helps to have teachers who can hold the respect of their peers and administrators.
Find teachers who proactively seek eective new tools for students.
Tropf - Educational Games Slide
Teachers’ Implementation
18(Wilson, 2009)
Find instructional leaders who can manage dierentiated instruction – of teachers.
Games are collaborative and cross–disciplinary – Administrators should have strong coaching and team building skills.
Administrators should genuinely value education technology and provide support for teachers who try new approaches.
Tropf - Educational Games Slide
Administrators’ Implementation
19(Wilson, 2009)
Tropf - Educational Games Slide
Common Teacher Concerns
20(Klopfer et al., 2009; Wilson, 2009)
1 Need to cover mandated content areas
2 Skeptical of new technologies (and lack of infastructure)
3 Unfamiliarity with games (and dicult to learn)
Tropf - Educational Games Slide 21
Strong Learning FrameworkEndogenous Learning
Embedded Assessment
Selecting a Game
Pedagogical Foundations
Many games do not specify pedagogical foundations
Review of educational games between 2000-2007:
Of 55 games, only 15 stated their pedagogical foundations
After contacting designers, confirmed only 18 based on established learning theories and instructional strategies
Linked to Learning Objectives
Find games aligned with your standards
Tropf - Educational Games Slide
Strong Learning Framework
22(Kebritchi & Hirumi, 2008)
Learning and motivation in educational games can be done in two dierent ways
Tropf - Educational Games Slide
Endogenous Learning
23
Endogenous Exogenous
inside of outside of
Endogenous content involves real engagement
Problem Solving, not answering a problem to shoot
(can be room for practice when students need it, such as drilling in math to learn basic facts)
Great games engage in learning mechanics
Cognitively: we remember what we do
Tropf - Educational Games Slide
Endogenous Learning
24(Wilson, 2009; Habgood & Ainsworth, 2011)
useful, but doesn’t use the deeper power of games
Zombie Division Experiment
Versions of same game:
Intrinsic: integrated math into combat
Extrinsic: non-math combat, M/C questions between levels
Intrinsic integration of learning content vs. extrinsic version
Greater learning gains in intrinsic
Also played 7x longer when given option
Tropf - Educational Games Slide
Endogenous Learning
25(Habgood & Ainsworth, 2011)
Tropf - Educational Games Slide 26
“In a poorly designed game, a player may have to memorize a formula to
earn the right to blast some aliens. In a properly designed EduGame, the
student should use the formula to blast the aliens.”
(Wilson, 2009)
Tropf - Educational Games Slide
Reach for the Sun
27
teaches about the life cycle of a plant as learn aboutphotosynthesis, resources needed, plant anatomy,and reproduction
Tropf - Educational Games Slide
Crazy Plant Shop
28
teaches about heredity and reproduction as they learnhow to determine probabilities for genotypes and phenotypes using Punnett Squares and pedigrees
Games can produce deep levels of assessment
Use these for authentic measure of learning progress
Many companies have tools built in
Assess with 21st Century Skills
Can also mix paper assessments
Tropf - Educational Games Slide
Embedded Assessment
29(Wilson, 2009)
comfortable assessment to verify learning
Tropf - Educational Games Slide 30
“I have certainly found that when students write essays over the subject matter [causes of WWII], they have a deeper
understanding of the problems faced at the beginning of WWII.”
“…the essays on appeasement..tend to be more sympathetic to decision–makers and less unrealistic about the complexities of decisions. So it is a very dierent type of
learning than traditional lectures.”
(Wilson, 2009)
Good educational games employe academic knowledge as a tool for
achieving goals.
Good educational games lend themselves to systemic understandings.
Good educational games employ sophisticated game design techniques.
Good educational games oer multiple ways of playing them, so that players can experiment with a variety of identities in a group.
Good educational games pique players’ interests.
Good educational games are ideological worlds that instantiate particular ways of viewing and valuing the world.
Good games are social, in that they encourage social interaction of dierent forms and lead to productive practices (fan communities, fan
fiction, machinima).
Good games inspire creativity and smooth ramps to usher players from users to producers.
Tropf - Educational Games Slide
Squire’s Definition
31(Squire, 2011, p.36-37)
Tropf - Educational Games Slide 32
Blending LearningProviding Support
Allowing Failure & ExperimentationDebriefing
Within the Classroom
Combine the game with what you are already doing in the classroom
Adding another model of learning
Reinforce learning with additional techniques
Improve whole class participation & discussion
Tropf - Educational Games Slide
Blended Learning
33(Wilson, 2009)
common experience to base discussion on
Particularly for non-gamers
Although most children play games, often casual
Still need support understanding structure & interface
Have clear goals to help students stay on task & understand objectives of playing
Will need extra time at first for tech issues & learning
Grouping:
promotes collaboration & teamwork, discussion
2-3 students per group
try to mix gamers/non-games, strengths
Tropf - Educational Games Slide
Providing Support
34(Wilson, 2009)
Tropf - Educational Games Slide 35
“What is dierent for our students is that they have become teachers to each other. The team competition aspect forced them
to stop shooting each other and work together to beat other teams. This involved
game strategies and math skills.”
“Students report that they enjoy working collaboratively and that the trappings of middle school culture and peer pressure
disappear from the equation when working in the virtual world.”
(Wilson, 2009)
Game scaolds for students
Resources to feel they can get better
Safe pace to experiment and give lots of eort
Failing is part of gamer culture
Can use for reflective discussion
Tropf - Educational Games Slide
Allowing Failure & Experimentation
36(Waismann, 2013; Wilson, 2009)
“Research shows that gamers spend on average 80% of their time failing in game worlds, but instead of
giving up, they stick with the dicult challenge and use the feedback of the game to get better.”
Tropf - Educational Games Slide
Debriefing
37(Garris et al., 2002)
!
“The link between the game cycle and learning objectives is represented by debriefing, or reviewing and reflecting on game play in order to ensure game
events become learning.”
Tropf - Educational Games Slide 38
“Such learning is not dependent on the existence of a debrief. A good debrief,
however, allows the individuals who were in the experience to share, cross-fertilize,
and to generalize their learnings from and between all who participated in the same
experience.”
-Joe Wolfe
(Crookall, 2010)
Kolb’s Model leading learnings through stages from experiencing to learning
Tropf - Educational Games Slide
Debriefing
39(Nicholson, 2012, p 118)
1 What the learnings felt and experienced during the event
Introduces other points of view; engages individual's experiences with others’ experiences
Learners relate concepts in activity to previously learned concepts in class
2
3
4 Make a connection of activity to the real world
Tropf - Educational Games Slide
Tools
40
EdSurge Edtech Index https://www.edsurge.com/products/
Playing Science http://playingscience.org
Games for Change http://www.gamesforchange.org/play/
Educade http://educade.org
including lesson plans around games
BrainPop http://www.brainpop.com
Tropf - Educational Games Slide
Sites for Discovery
41
Tropf - Educational Games Slide
DISCUSSION
?
42
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.-T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74–85. doi:10.1016/j.compedu.2008.12.020
Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the eectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993–1003. doi:10.1111/j.1467-8535.2011.01269.x
Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86–107.
Crookall, D. (2010). Serious games, debriefing, and simulation/gaming as a discipline. Serious Gaming, 41. DOIL 10.1177/1046878110390784
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice Model. Simulation & Gaming, 33(4), 441–467. doi:10.1177/1046878102238607
Gee, J. P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. New York, NY: Routledge.
Gee, J. P. (2007). What Video Games Have to Teach us About Learning and Literacy. New York, NY: Palgrave MacMillan.
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References
43
Habgood, M.P.J., & Ainsworth, S.E. (2011). Motivating children to learn eectively: exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20 (2), 169-206. Retrieved http://shura.shu.ac.uk/3556/
Hays, R. T. (2005). The eectiveness of instructional games: a literature review and discussion. Naval Air Warfare Center Training Systems Division, 1–63.
Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609–1620. doi:10.1016/j.compedu.2008.03.003
Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. Handbook of Research on Eective Electronic Gaming in Education, 1, 1–32.
Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51(4), 1729–1743. doi:10.1016/j.compedu.2008.05.004
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The eects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427–443. doi:10.1016/j.compedu.2010.02.007
Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward: Obstacles & opportunities & openness. The Education Arcade. Retrieved http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf
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References
44
Marina Papastergiou. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational eectiveness and student motivation. Computers & Education, 52(1), 1–12. doi:10.1016/j.compedu.2008.06.004
Miller, L. M., Chang, C.-I., Wang, S., Beier, M. E., & Klisch, Y. (2011). Learning and motivational impacts of a multimedia science game. Computers & Education, 57(1), 1425–1433. doi:10.1016/j.compedu.2011.01.016
Murphy Paul, A. (2012). What’s the secret sauce to a great educational game? Mind/Shift. Retrieved http://blogs.kqed.org/mindshift/2012/04/whats-the-secret-sauce-to-a-great-educational-game/
Nicholson, S. (2012). Completing the experience: debriefing in experiential educational games. In the Proceedings of the 3rd International Conference on Society and Information Technologies. Winter Garden, FL: International Institute of Informatics and Systemics, 117-121.
Prensky, M. (2001a). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2001b). Digital natives, digital immigrants Part 2: Do they really think dierently? On the Horizon, 9(6), 1–6.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York: Teachers College Press.
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References
45
Track, D. (2013). Serious games and the future of education. Forbes. Retrieved http://www.forbes.com/sites/danieltack/2013/09/12/serious-games-and-the-future-of-education/
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The eects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77. doi:10.1016/j.compedu.2008.06.008
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243.
Waismann, C. (2013). Kids & Digital Games. MindCET. Retrieved http://www.worldwideworkshop.org/pdfs/MindCET_Kids&Gaming2013.pdf
Wilson, L. (2009). Best practices for using gamed & simulations in the classroom: Guidelines for K-12 educators. Software & Information Industry Association Education Division. Retrieved http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59
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References
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