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Julie Evans - By the Numbers: New Research on Games & Learning

Today’s K-12 students see games as a gateway to more personalized learning and the opportunity to develop workplace ready skills. Educators are equally intrigued with the potential of games to increase students’ engagement. Since 2003, Project Tomorrow, a national education nonprofit organization, has conducted the annual Speak Up National Research Project to collect and report on the authentic, unfiltered views of K-12 students, parents and educators on digital learning, including the use of games both in and out of the classroom. In this talk, we will share the latest Speak Up research data from over 403,000 K-12 students, parents and educators on the benefits/challenges of incorporating games within instruction – and pose provocative questions for audience discussion on the future of serious games within both formal and informal learning.

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Julie Evans - By the Numbers: New Research on Games & Learning

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  1. By the By the Numbers: Numbers: New Research New Research on Games and on Games and Learning Learning Julie Evans, Project Tomorrow CEO July 22, 2014 Twitter: @SpeakUpEd

  2. Today’s Discussion:  About Speak Up 2013  Myth-busting  Selection of research snacks  New questions for your consideration  Discussion time Speak Up 2013 National Research Project: Views of K-12 Students, Parents, Teachers, Librarians and Administrators (c) Project Tomorrow 2014

  3. Project Tomorrow, a national education not for profit organization Programs: •Research & evaluation studies • STEM education programs • Advocacy for digital learning Mission: To ensure that today’s students are prepared to become tomorrow’s leaders, innovators and engaged citizens of the world. (c) Project Tomorrow 2014

  4. Speak Up National Research Project Annual national research project  Using online surveys + focus groups  Surveys for: K-12 Students, Teachers, Parents, Administrators, Community Members  Special: Pre-Service Teachers in Schools of Education  Open for all K-12 schools and schools of education  Schools, districts & colleges receive free report with their own data Inform policies, plans & programs  Local: school stakeholder data  State: state level data  Federal: national findings (c) Project Tomorrow 2014

  5. Speak Up survey question themes  Learning & Teaching with Technology  21st Century Skills: Digital Citizenship & Global Awareness  Math and Science Instruction / Digital Writing  Students’ Career Interests in STEM  Professional Development / Teacher Preparation  Internet Safety / Digital Footprints  Administrators’ Challenges / Bandwidth Capacity  Emerging Technologies both in & out of the Classroom  Mobile Devices, Online Learning, Digital Content, E-texts  Educational Games, Social Media tools and applications  Flipped Classroom, Print to Digital, Online Assessments  Designing the 21st Century School (c) Project Tomorrow 2014

  6. Saluting our Speak Up 2013 Sponsors: (c) Project Tomorrow 2014

  7. Many thanks to our K-12 National Champion Outreach Partners: (c) Project Tomorrow 2014

  8. National Speak Up 2013 Participation: 403,292 K-12 Students Teachers & Librarians Parents (in English & Spanish) School/District Administrators Community Members (new this year!) About the participating schools & districts 325,279 32,151 39,986 4,530 1,346 o 9,005 schools and 2,710 districts o 90% public schools – 10% private/parochial/charter/other o 32% urban / 31% rural / 37% suburban o 30% school wide Title 1; 43% majority minority school o All 50 states + DC + Guam + DODEA schools (c) Project Tomorrow 2014

  9. Speak Up 2013 National Reports www.tomorrow.org (c) Project Tomorrow 2014

  10. Creating a new digital learning playbook – Myth-busting (c) Project Tomorrow 2014

  11. Why do schools and districts participate in Speak Up?  Power of local data  Use data as input for planning .  To justify budget and purchasing decisions  Inform new initiatives – as an evaluation tool  As a tool to engage parents  Use for grant writing and fund development  Content for professional development  To counteract mythology (c) Project Tomorrow 2014

  12. Commonly heard education mythology “New teachers don’t need any training in how to use technology within teaching” “Parents won’t accept online textbooks” “Online learning undercuts the role of the teacher.” “There is so much great content online for teachers to use in the classroom –so, what is the problem?” “Just put technology XYZ in the classroom and magically students will learn more!” “Parents are ready for the Common Core, and eager to support it.” (c) Project Tomorrow 2014

  13. Three truths and a lie (c) Project Tomorrow 2014

  14. Let’s test our digital learning myth-busting skills Which one is the lie? 1. One-quarter of K-12 teachers have incorporated games based environments into their teaching practice. 2. Younger teachers say they don’t need training on how to incorporate games within learning. 3. Parents are less supportive of the idea of games within learning than school administrators. 4. The gender gap in game playing disappears if the students are younger than 8th grade. (c) Project Tomorrow 2014

  15. What have we learned over the past 11 years?  Students function as a “Digital Advance Team”  Students regularly adopt and adapt emerging technologies for learning  Students’ frustrations focus on the unsophisticated use of technologies within education  Persistent digital disconnect between students and adults  Learning is a 24/7 enterprise; school time is only a small part of the learning day  Students want a more personalized learning environment – both in and out of school (c) Project Tomorrow 2014

  16. The Students’ Vision for Digital Learning Social–based learning Learning Games Un–tethered learning Digitally–rich learning (c) Project Tomorrow 2014

  17. Let’s learn more about games & learning  Who is playing games?  Are students really playing educational games?  What do students say are the benefits of playing educational games? (c) Project Tomorrow 2014

  18. Students are playing games at school for learning! Playing games for learning: 2007 . K-2 students 60% Gr 3-5 students 47% Gr 6-8 students 40% Gr 9-12 students 23% (c) Project Tomorrow 2014

  19. Growth from 2007 to 2013 Playing games for learning: 2007 2013 . K-2 students 60% 68%*** Gr 3-5 students 47% 60%*** Gr 6-8 students 40% 48%*** Gr 9-12 students 23% 30% *** no gender differentiation in frequency of game playing (c) Project Tomorrow 2014

  20. K-12 Students’ Personal Access to Mobile Devices 39% 50% Gr 9-12 66% 89% 48% 61% Gr 6-8 66% 73% 39% 58% Gr 3-5 62% 50% 18% 41% Gr K-2 41% 21% Digital Reader Tablet Laptop Smartphone (c) Project Tomorrow 2014

  21. Different tools for different tasks “What mobile device I use depends upon the task” Take notes in class? Play games? Read a book? Use social media and play games? Create content? (c) Project Tomorrow 2014

  22. Students, parents & teachers are all playing games! Mobile app games? Middle school students – 31% High school students – 26% Parents – 28% Teachers – 35% . (c) Project Tomorrow 2014

  23. Social media: tools to connect, collaborate, create Texting: 2/3rds of students Gr 6-12 (growth of 37% since 2008) Twitter: 28% of students in Gr 9-12 Creating videos: 28% of students in Gr 6-8 only 15% in 2007 (c) Project Tomorrow 2014

  24. Social media: tools to connect, collaborate, create Massively multi-player online games (MMOG) ¼ of students in Gr 6-8 Facebook 39% of students in Gr 9-12 decrease of 41% since 2007 (c) Project Tomorrow 2014

  25. Students, parents & teachers are all playing games! Massively multi-player online games? Middle school students – 23% High school students – 18% . (c) Project Tomorrow 2014

  26. Students, parents & teachers are all playing games! Massively multi-player online games? Middle school students – 23% High school students – 18% Parents – 4% Teachers – 3% . (c) Project Tomorrow 2014

  27. What do students say are the benefits of playing educational games? Benefits of Games Students K-2 Students Gr 3-5 Students Gr 6-8 Students Gr 9-12 Helps me understand difficult learning concepts School would be more fun 57% 48% 48% 56% . 48% 43% 44% 52% Games engage me in learning 43% 40% 43% 47% Learn more about a subject 49% 44% 31% 39% (c) Project Tomorrow 2014

  28. How Middle School Students are Using Digital Tools to Self-Direct Learning Outside of School Researched a website to learn more about a topic 46% 56% 50% Played an online game to learn something 49% 38% Watched a video to help with homework 40% 22% Used online writing tools 31% 21% Found an expert online to answer questions 18% 13% Tweeted about an academic topic 15% Boys Girls (c) Project Tomorrow 2014

  29. What does the future look like for games and learning?  Are we building capacity? What are the interests and aspirations of teachers and principals?  Are we all on the same page with a shared vision for games in learning? (c) Project Tomorrow 2014

  30. Teachers’ use of digital content in the classroom 46% Videos that I find online 42% 63% 15% Game environments 23% 21% 24% Online textbooks 39% 32% 14% Real time data 13% 32% 17% Animations 18% 52% 8% Videos that I create 12% 14% English teachers Math teachers Science teachers (c) Project Tomorrow 2014

  31. Why are teachers interested in games based instruction? Increase student engagement 74% Address different learning styles 63% . Reinforce understanding 49% Differentiate instruction 48% Opportunity to practice skills 46% 25% of teachers say they are regularly using digital games in their classroom (c) Project Tomorrow 2014

  32. Disconnect between students and teachers Use of games in a learning setting Students 64% Teachers 25% (c) Project Tomorrow 2014

  33. Teachers & principals are intrigued – but how to build capacity? Teachers’ wish list for professional development  How to find good mobile apps .  How to leverage tablets in my lessons  How to manage student owned devices in my classroom  How to find and use interactive games (26%)  How to create or use videos within instruction  How to find high quality digital content  How to differentiate instruction using various technologies (c) Project Tomorrow 2014

  34. Teachers’ wish list for professional development in technology use Years of experience Professional Development Wish List 1st year 1-3 4-10 11-15 16+ How to differentiate instruction using technology 51% 48% 44% 44% 46% Identifying digital content 39% 33% 33% 34% 35% Identifying mobile apps 39% 37% 36% 36% 35% Using games 37% 29% 26% 24% 26% Using tablets 32% 31% 31% 30% 31% Implementing a blended classroom 27% 24% 23% 23% 22% (c) Project Tomorrow 2014

  35. Teachers & principals are intrigued – but how to build capacity? For the future: principals’ aspirations for next generation of teachers 34% want pre-service teachers to learn . how to effectively use games within instruction (c) Project Tomorrow 2014

  36. Are we all on the same page? How do we create a shared vision for games in learning? Annual Speak Up Question: . What if you could design the ultimate school, what digital tools would be absolutely essential? (c) Project Tomorrow 2014

  37. How do we create a shared vision for games in learning? Schoolwide Internet . Games E-textbooks Tablets Online classes 0% 10% 20% 30% 40% 50% 60% 70% 80% Principals Teachers Parents Gr 6-8 students (c) Project Tomorrow 2014

  38. Three truths and a lie (c) Project Tomorrow 2014

  39. Let’s test our digital learning myth-busting skills Which one is the lie? 1. One-quarter of K-12 teachers have incorporated games based environments into their teaching practice. 2. Younger teachers say they don’t need training on how to incorporate games within learning. 3. Parents are less supportive of the idea of games within learning than school administrators. 4. The gender gap in game playing disappears if the students are younger than 8th grade. (c) Project Tomorrow 2014

  40. Let’s test our digital learning myth-busting skills Are you a myth-buster for games? 1. One-quarter of K-12 teachers have incorporated games based environments into their teaching practice. TRUE 2. Younger teachers say they don’t need training on how to incorporate games within learning. LIE 3. Parents are less supportive of the idea of games within learning than school administrators. TRUE 4. The gender gap in game playing disappears if the students are younger than 8th grade. TRUE (c) Project Tomorrow 2014

  41. Questions we are exploring …. How should we bridge the entertainment – education gulf in game development – to the satisfaction of educators? What are the right messaging points for games within K-12 education? How do we get parents on board? Do we need them on board to move games in learning forward? What should teacher training look like for games within learning? What should teachers be learning in their preparation programs? (c) Project Tomorrow 2014

  42. What questions do you have? What questions should we be asking on the Speak Up surveys? (c) Project Tomorrow 2014

  43. More Speak Up? www.tomorrow.org National Speak Up Findings and reports Targeted and thematic reports Digital learning trends Mobile learning & social media Intelligent adaptive software Digital parent series NEW! Games within Learning - September Presentations, podcasts and webinars Services: consulting, workshops, evaluation and efficacy studies Speak Up 2014 opens on October 6 (c) Project Tomorrow 2014

  44. Thank you. Let’s continue this conversation. Julie Evans jevans@tomorrow.org www.tomorrow.org Twitter: SpeakUpEd . Copyright Project Tomorrow 2014 This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. (c) Project Tomorrow 2014

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