Research on Learning with Research on Learning with MediaMedia

John B BlackJohn B Black

Teachers CollegeTeachers College

Columbia UniversityColumbia University

Learning Academic Content from Learning Academic Content from Video GamesVideo Games

A Lot of Hype Around Video Games as A Lot of Hype Around Video Games as Learning EnvironmentsLearning EnvironmentsInterested in Using Games to Master Interested in Using Games to Master Academic Content Not Just Playing Academic Content Not Just Playing GameGameWe Studied Two Popular Games with We Studied Two Popular Games with Academic Content –Academic Content –– CivilizationCivilization– Sim CitySim City

CivilizationCivilization

Sim CitySim City

Civ/Sim StudyCiv/Sim Study

Recruited “experts” in either Civilization or Recruited “experts” in either Civilization or Sim City From Online Discussion Boards Sim City From Online Discussion Boards of the Games (179 completed -- 9 were of the Games (179 completed -- 9 were girls, high school)girls, high school)

They Participated OnlineThey Participated Online

Chosen so that Civilization Experts were Chosen so that Civilization Experts were Sim City novices and vice versa – but all Sim City novices and vice versa – but all expert game playersexpert game players

Civ/Sim Study (2)Civ/Sim Study (2)

““Pre-Test” on academic content from game and Pre-Test” on academic content from game and from college text to be readfrom college text to be readRead the college text for other contentRead the college text for other content““Post-Test” on academic content from textPost-Test” on academic content from textQuestions focused on –Questions focused on –

propositions (facts)propositions (facts)procedures (condition—action)procedures (condition—action)images (pictures and maps)images (pictures and maps)systems (if one entity changes how do systems (if one entity changes how do

otherotherentities change)entities change)

ConclusionsConclusions

Game Experts showed no initial direct learning Game Experts showed no initial direct learning from their playing of the game compared to non-from their playing of the game compared to non-expertsexperts

But Game Experts Showed Better Preparation But Game Experts Showed Better Preparation for Future Learning on all four knowledge typesfor Future Learning on all four knowledge types

Thus, Playing Games May Provide Experiential Thus, Playing Games May Provide Experiential Base That Makes Later Formal Academic Base That Makes Later Formal Academic Learning More MeaningfulLearning More Meaningful

Learning from Business Simulation Learning from Business Simulation Game and TV ShowGame and TV Show

Students Played a Business Simulation for Students Played a Business Simulation for Entrepreneurship Several Times (HBS)Entrepreneurship Several Times (HBS)Minimal Learning from Just Game PlayMinimal Learning from Just Game PlayGet Most Learning When Asked Reflective Get Most Learning When Asked Reflective Questions About Strategies and Relating Questions About Strategies and Relating to Background Readingsto Background ReadingsSimilar Findings in Earlier Study of Similar Findings in Earlier Study of Learning from Watching Young Indiana Learning from Watching Young Indiana Jones Chronicles TV ShowJones Chronicles TV Show

Learning From Physical Science Learning From Physical Science SimulationsSimulations

Created Our Own Simple Graphic Created Our Own Simple Graphic Simulation Games for Physical Science Simulation Games for Physical Science (Middle School)(Middle School)One Example is Roller Coaster Simulation One Example is Roller Coaster Simulation for Kinetic and Potential Energyfor Kinetic and Potential EnergyLooked at Student Learning from Several Looked at Student Learning from Several Types of Learning Support Materials—Types of Learning Support Materials—

Text, Text+Diagrams, Animated Movie,Text, Text+Diagrams, Animated Movie,Slide Show, DMA AnimationSlide Show, DMA Animation

Roller Coaster SimulationRoller Coaster Simulation

Direct Manipulation AnimationDirect Manipulation Animationand and

Grounded (Embodied) CognitionGrounded (Embodied) Cognition

DMA (Direct Manipulation Animation) Worked DMA (Direct Manipulation Animation) Worked Best for Memory and Problem SolvingBest for Memory and Problem SolvingSimple Example of Embodied CognitionSimple Example of Embodied Cognition

Reasoning by Perceptual Simulation in Reasoning by Perceptual Simulation in Addition to SymbolicallyAddition to Symbolically

(Feel in addition to Know)(Feel in addition to Know)New Generation of Simulations and Games Use New Generation of Simulations and Games Use Motion Sensors for ThisMotion Sensors for This

(Wii, Guitar Hero – Augmented Reality)(Wii, Guitar Hero – Augmented Reality)

Using Media for LearningUsing Media for Learning

To Provide Experiences to Ground Formal To Provide Experiences to Ground Formal Symbolic LearningSymbolic Learning

To Provide Experiences for Reflection and To Provide Experiences for Reflection and Relation to Background ReadingsRelation to Background Readings

Full Perceptual Experience (Embodiment) in Full Perceptual Experience (Embodiment) in Initial Learning Provides Feel (Imagine Initial Learning Provides Feel (Imagine Perceptual Simulation) in Addition to KnowingPerceptual Simulation) in Addition to Knowing

(Dan McVeigh Presentation on Young (Dan McVeigh Presentation on Young McDonald’s Farm is Another Example of This)McDonald’s Farm is Another Example of This)