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G4LI Games for Learning Day at G4C 2011
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G4LI Advancing Research on Games for Learning
Ken Perlin & Jan L. PlassGames for Learning Institute
NYU
Games for Change Festival• June 22, 2011
99% of boys and 94% of girls play video games.
Overview
The National ChallengeGames for Learning InstituteDevelopmentResearch
Overview
The National Challenge
The ChallengeThe National Challenge
U.S. students are falling behind their peers in other countries, especially in STEM (PISA, TIMMS)21st Century requires new skill sets to succeed in knowledge societyScience and Engineering positions in many companies remain unfilled due to lack of qualified applicantsProblems even more pronounced for women, ethnic minorities, learners with low English proficiency
The Challenge
CollaboratorsBoard of AdvisorsFaculty from NYU, New York City, National, InternationalNetwork of Middle and High Schools in New York CityOrganizations offering After-School programmingMedia Developers & BroadcastersMuseums
Games for Learning
The Games for Learning Institute (G4LI)
Games for Learning Institute
G4LI–A Multi-Institutional Institute
Comprised of 13 faculty (at 9 institutions), specializing in STEM Education, Science of Learning, Educational Technology, Psychology, Game Design, Computer Science, and Software Engineering. Funded by Microsoft Research.
NYU (Ken Perlin, Jan Plass, Co-Directors, Cath Milne)NYU Poly (Katherine Isbister, Carl Skelton, Joel Wein)CUNY Graduate Center (Bruce Homer)Columbia (Steve Feiner)Teachers College (Chuck Kinzer)Parsons School of Design (Colleen Macklin)Dartmouth (Mary Flanagan)Rochester Institute of Technology (Andy Phelps)Catholic University of Chile, Santiago (Miguel Nussbaum)
Games for Learning Institute
MissionIdentification of design patterns describing the effects of key design elements of games on students’ learning experiences and outcomes Investigating how effects found in education and psychology research can be applied to the design of games for learningDevelop theory-based, empirically validated design patterns for games for learningFacilitate the development of critical STEM knowledge and skills as well as critical digital literacy skills to be informed citizens
Research: Games for Learning
Adventure Game for Science Learning
Strong NarrativeScience Problems Embedded
Research: Games for Learning
AR Simulation Game for Science Learning
Geo-Located Hot ZonesAuthentic Scientific Data feed
Research: Games for Learning
Games and LearningMath Skills: Factor Reactor
Research: Games for Learning
Games and LearningMath Skills: Supertransformation!
Games for Learning
Development Research (Ken)
Other Projects
App Inventor (Ken Perlin)App Inventor as entry level programming languageLevel up to Super App Inventor (add variable scoping, data typing, object classes and instancing, and aggregate types; editable code)Use to teach computer programmingGame-like features, applying our research
Other Projects
Ken to add slides
Research Results
Empirical ResearchNYUCUNY GCNYU PolyTeachers College Columbia University
Learning with GamesWhy Games for Learning?
Games have potential to be:
Highly Contextualized, Situated Problem Solving SpacesHighly Engaging, Individualized LearningTeach 21st Century skills + Concepts and SkillsBridge in-school and out-of-school learningEmotional Impact by Design Embedded Assessment (learning, learner state and trait variables)
However: We do not yet understand well enough how to designGames that are effective for learning and fun/engaging.
Learning with Games
Functions of Games for LearningGames to prepare future learning (Schwartz, 1999)
Games for specific learning goals: new content, skillsGames to practice existing skills: automatizationDevelopment of 21st Century Skills
However:Most generalizable research focusses on Games to practice existing STEM skills Qualitative Research focusses on Games to develop of 21st Century Skills
Research Agenda
Games for Learning
Research MethodsExperimental ResearchVideo ObservationsPlaytestingUsing a variety of measures:
Physiological (biometrics, eye tracking, fMRI)Behavioral (in-game assessment, video observations)Self-reports (in-game/post-game think-aloud, interviews, surveys)
Research MethodsResearch Methods: Posture Sensor
Research MethodsResearch Methods: Eye Tracking & Games
Computational Thinking
Research Findings
Rapunsel (NSF)Goal: Teach Girls How to ProgramParticipants: 56 middle school students (29 female)Design: Pre/Post test designDuration: 4 weeks, 50min per week
Research FindingsRapunsel
ResultsNo increases in programming-related knowledgeSignificant pre/post increases in girls' general self-efficacy (d = .65); nsd for boysSignificant pre/post increases in programming self-efficacy for girls (d = 1.06); marginally significant for boys (d = .48)Significant pre/post increases in self-esteem for girls (d = .66) and for boys (d = .48)
Plass, J.L., Goldman, R., Flanagan, M., et al., (2007)
Research: Play ModeMode of Play Study
Play ModeGoal: Compare Single Player v. Collaborative v. Competitive Mode Participants: 63 NYC middle school students, 6-8th gradeDesign: factorial design (solo v. collaborative v. competitive)
Research: Play ModeMode of Play Study
ResultsCollaborative and competitive play resulted in
greater situational interest than solo playthe strongest mastery goal orientation
Solo game play was reported to be less enjoyable than collaborative and competitive game playParticipants in the competitive group completed more math problems in the game, BUT:Solo group demonstrated significantly greater math fluency in the posttest
Research FindingsMovement-Based Play (NYU Poly)
A Controlled Comparison of Movement Based Games In-school study with low/medium/high movement Wii games.Players rated emotions after each round.Video coded for manipulation check.
Results Higher arousal/energy whenmore movement.Same amount of positive feelings in all conditions.
Research FindingsMovement-Based Play (NYU Poly)
Can movement-based play increase math confidence? An investigation using the number-line game Scoop! We created a Kinect-based number line math game, using research about ‘power poses’. In-school study with ‘high’ and ‘low’ power pose versions of the game was conducted this spring.Players rated emotions and math confidence pre and post play. We also received student math scores.Currently doing analysis of results.
Research: Learning Mechanics
Learning Mechanics ResearchTwo learning mechanics:
Solve missing angles by selecting correct numberBetter: Solve missing angles by identifying correct rule
Research: Play Mode
Game Mechanic StudyGoal: Compare Rule-based v. Arithmetic Responses to Geometry ProblemsParticipants: 89 NYC middle school students, 6 & 8th gradeDesign: factorial design (rule v. arithmetic)
Research: Play ModeGame Mechanic Study
Results (Preliminary)Arithmetic game more interesting than rule-based gameMore problems solved in rule-based gameDiminishing returns for arithmetic but not rules group (>30 levels solved)
Research: Feedback Design
Feedback Study (Teachers College Columbia U)
Goal: Compare different types of feedback (informative v. Elaborative) and choice of avatar (choice v. no choice)110 sixth and seventh grade NYC students
Research: Feedback Design
Feedback Study
Learning MechanicsG4LI Library of Learning Mechanics
Learning Mechanic Game Mechanic
Learners apply rules to solve problems
Learner chooses how different items are to be arranged in space and time
in order to solve a problem
Learner selects different items that belong to each other in time or space
Reciprocal teaching: Learner teaches concepts to game characters
Assessment MechanicsG4LI Library of Assessment Mechanics
Assessment Mechanic Game Mechanic
Learners apply rules to solve problems
Learner chooses how different items are to be arranged in space and time
in order to solve a problem
Learner selects different items that belong to each other in time or space
CollaboratorsKen PerlinBruce HomerCatherine MilneKatherine IsbisterTrace JordanJoel WeinCarl SkeltonMary FlanaganChuck KinzerAndy PhelpsMiguel Nussbaum
Paul O’KeefeYan WangRuth SchwartzJon FryeYoo Kyung ChangLizzie HaywardTsu-Ting HuangHelen ZengCharles HendeeMurphy SteinJuan Barrientos
