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Game Based Learning in Secondary Educa5on:
Geographical Knowledge of Austria
Mar$n Böckle (presenter) Student, Teaching Profession, Informa5cs -‐ Geography
Mar5n Ebner Social Learning, Computer and Informa5on Services
Mar5n Schön Ins5tute of Life Long Learning
Web 2.0 Ne(x)t Genera5on Learning ?
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Digital Immigrants / Digital Na$ves
„Our students changed radically. Today's students are no longer the people our educa5onal system was designed to teach.“ (Mark Prensky 2001)
Source: hXp://www.flickr.com/photos/ergonomic/3363073562
Game Based Learning (GBL)
• GBL • Support the Learning Process • Live Demonstra5on
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-‐ Concept of the Game -‐ Game Design
-‐ Didac5cal Concept
Technical Implementa5on
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Po
ints
Number of Games
Murau -‐ Points
Research
Q1: Does this game lead to similar/equal learning results as tradi5onal methods? Are there any disadvantages for the learners who used this game? Q2: Are the playing school children learn the correct federal states in an incident way? On the basis of our ques5ons we formed hypotheses, which we carefully proved by using the iGeo Applica5on: H1: Playing this game leads to at least equivalent learning results as the tradi5onal method – there is no disadvantage for the learners who used this game. H2: The info box gives the student an instant feedback which leads to an incidental learning effect of the federal states of Austria where the places are located.
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Experimental Design
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Game Class Tradi5onal Class
Results
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N Mean Standard Deviation Game Class 17 2,65 2,06 Control Class 26 1,76 2,84
Q1: Q2: N Mean Standard Deviation
Game Class 17 2,70 1,82 Control Class 26 1,34 2,39
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Increase
Number of Games
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Addi5onal Findings
-‐ Report of a typical gaming child (PDF)
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Discussion & Conclusion
-‐ Mo5va5on -‐ Usability -‐ Interface
-‐ Effec5veness -‐ Didac5cal scenario -‐ iGeo – Classroom (Video)
