Game-Based Learning

Reggie Alston, Chuck Cadle, Brian Jones, Rebecca Shisler

A Study of the Opportunity for Digital-Based Games with Collaboration Curriculum

Discussion Points

Our Group Study ComponentsTeacher Adoption Instructional Design Implementing problem-based gamesThe opportunity for developing learning

communities Conclusion

Statistics from the Entertainment Software Association’s annual study of game players

69 percent of all heads of household play computer and video games.

97 percent of youth play computer and video games.

40 percent of all gamers are women.One out of four gamers is over the age of fifty.The average game player is thirty-five years

old and has been playing for twelve years.

As quoted by McGonigal (2011), p. 11

Adoption

Engagement Gap

Change

Self-Efficacy

Crossing the Chasm

Engag

emen

t

Gap

97% of youth play games

“Intense curiosity is an important attribute of creative people” (Andreason, N.C., 2006, p.174)

Crossing the Chasm

What Hinders Teachers in Using Computer and Video Games in the Classroom?

Six factors: Inflexibility of curriculumNegative effects of gamingStudents' lack of readinessLack of supporting materialsFixed class schedules, and Limited budgets

Study by Baek, Y. K. (2008)

Other Adoption Issues Alignment of game learning objective with

state and national standards Time compatibility Time and purpose of game implementation Proof of effectiveness of games Outcome issues Technology compatibility Technical issues

Research by Kebritchi, M. (2010).

K-12 Teachers' Use of Course Websites 36 in-service K-12 teachers participated in a technology

integration course

Ten weeks after the conclusion of the course two-thirds of the teachers did not use their course website on a regular basis

The contextual barriers: lack of access to appropriate software, a perception that parents and students cannot access the Internet at

home, and a lack of time

Study by Friedman, A. (2006):

Teacher Self-Efficacy

“Self-efficacy represents one’s own view of individual capabilities” (p. 76)

Carr, J.F. (2008)

12

Assessing Teachers' Context Beliefs about Technology Use

Teachers' context and self-efficacy beliefs were significant predictors of teachers' reported use of technology-related engaged learning practices.

Teachers with little experience in the use of videogames are reluctant to use them. They feel insecure and require significant support

during the process

Study by Lumpe, A.T. & Chambers, E. (2001)

Student Perceptions Impact Adoption

• Usefulness• Ease of use• Learning opportunities, and • Personal experience with video

games in general

Study by Bourgonjon, J., Valcke, M., Soetaert, R., and Schellens, T. (2010)

So, What Can Be Done To Improve Adoption Rates? Implementing a program to bring video games into instruction requires

thoughtful preparation – A Plan

Success hinges on appealing to: game-savvy students fretful teachers, and dubious parents and administrators

The right game is one that reinforces curriculum and adheres to state standards

Teachers are the ones who hold the key to a gaming initiative's success or failure

Study by Gordon, S. (2010)

July 20th Blog from the Center for Teaching Quality

Should schools consult teachers before buying technology?

It's easy to be lulled into the urban myth that everyone under 30 is thoroughly tech savvy, but that's an unfortunate stereotype. Our children need to learn how to use various technologies as part of their learning experiences; and their teachers need to be constantly growing in that same knowledge.

INSTRUCTIONAL DESIGN

Game-Based Learning: Instructional Design Research describes design process for

converting class content into online games

Must preserve core instructional goals in

gaming environment

Summary and analysis (cognitive load

theory as framework)

Game-Based Learning: Instructional Design The current state of e-learning in general

focuses on technology, not instruction

Games should be followed by reflection and feedback (reinforces objectives/clarifies questions)

Interpret and assess the learners knowledge/learning progress within the game environment in a non-invasive way

Game-Based Learning: Instructional Design Integrate existing (learning) resources into

digital educational games

Balance: Avoid overburdening learners with too difficult gaming and learning activities and boring them by too simple ones, losing educational potential

Game-Based Learning: Instructional Design Design should capitalize on intrinsic

motivation toward gaming

Some subjects lend themselves better to certain modalities/types of games

Ex: Digital dialogue games as a way to discuss/argue curriculum

Game-Based Learning: Instructional Design Limits

Should not be used as only educational platform (from GBL research)

Cognitive load theory instructional recommendations (analysis)

Game-Based Learning: Instructional Design

Yes No ?Change problem solving methods X

Physically integrate multiple sources X

Reduce redundancy X

Use auditory and visual information X

Does Game-Based Learning Instructional Design Align with Cognitive Load Theory Instructional Design Recommendations (below)?

Game-Based Learning: Instructional Design

If designed inappropriately, game-basededucational environments may contain many

sources of high-level cognitive load that prevent

effective learning

Kalyuga, S., & Plass, J. (2009). Evaluating and Managing Cognitive Load in Games. In Handbook of

Research on Effective Electronic Gaming in Education (pp. 719 – 737). Hershey, PA

PROBLEM-BASED GAMING IN EDUCATION

Problem-Based Gaming (PBG) in Education

Non-digital educational gaming (Traditional)

Digital educational gaming (Traditional)

Digital problem-based gaming (Constructivist)

Problem-Based Gaming (PBG) in Education Based on the Constructivist approach to

education PBG begins with user experience Purpose is to apply knowledge as part of

the learning process Students complete challenges or quests

which require the use of problem-solving strategies

Problem-Based Gaming (PBG) in Education Single-Player Collaborative/ Multi-player

PhysicalVirtual

Massively Multi-playerClassroom-BasedOnline

Problem-Based Gaming (PBG) in Education All PBGs have narrative and simulative

qualities Narrative

More complex storiesEx: Oregon Trail

SimulativeMore complex rulesEx: Lemonade Stand

Problem-Based Gaming (PBG) in Education Role Playing Games (RPGs)

User as a character within the game

Problem-Based Gaming (PBG) in Education Alternate Reality Games (ARGs)

User as himself/herselfEx: World Without Oil

THE DEVELOPMENT OF LEARNING COMMUNITIES IN

GAMES

Syncretism of Theories Behaviorism

Engagement

Motivation

Enthusiasm

Pleasure

ConstructivismConstructing meaning

through experience

Social Constructivism○ The collaborative

experience is shared○ Shared experience

fosters its own culture○ The experience

promotes individual learning

Range of Communities Within Games

Learning Community Sphere of Influence

Spheres and the Learner

Types of Interaction How Interactions Affect the Learner

Physically talking to a partner

In-game chat or instant message Text Real-time Voice

Environmental NPC reactions

Forums/Discussion Boards

In ascending order of engagement and positive emotional response Determined by brain EKG

and skin conductivity○ Human-Computer○ Human-Stranger○ Human-Friend

However, gaming system and game choice may be confounding variables

Themes in the Literature:Inside a K-12 Classroom In-game collaboration is

limited STEM focus Results

Lack of quantitative research on PBL based games

Develops 21st century and media literacy skills

Review competition games lead to interpersonal skills and peer tutoring

Themes in the Literature:Members Only Web 2.0 communication Very few K-12 studies

Predominantly higher education○ Field or class-specific

software

STEM focus Results

Lack of quantitative research○ Hint of positive impact on

achievement May increase motivation Self-reported positive

responses to challenging authentic tasks

Themes in the Literature:Massively Multiplayer Reverse engineering of

existing gamesSecond LifeWoW

Gray areas of what constitutes a game and can the game distract from the educational experience

More literature on how to use as pedagogy rather than rigorous measurement

Common Among All Types of Communities

Strengths Weaknesses

Collaboration’s positive effects Engagement Motivation Interpersonal skills

○ Peer tutoring, Web 2.0, and the Guild system

Some indications of positive impact on achievement

*May be most effective with a script

Difficulty competing with what is commercially available

Lack of quantitative research

Problem of non-contributors in group learning

Missing Potential Potential crossover

of schoolhome

Utilizing existing technologyKinect: avatars and

augmented realityMobile devices

○ Professors may be willing, but it’s just not implemented yet

Key Trends of Game-Based Learning Adoption

Higher education has been quicker to adopt than K-12

Instructional DesignThe key is preserving academic content while

enhancing the cognitive engagement games provide

Problem-Based LearningProvides a vehicle for collaborative, real-world tasks

Learning CommunitiesCreate authentic contexts that increase

engagement

The Future for Game-Based Learning Integration of

problem-based games into academic standards

Use of games for preparing students for 21st Century careers