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Examining the potential of game-based learning through the eyes of trainee teachers

Examining the potential of game-based learning through the eyes of trainee teachers. Wee Hoe Tan, Sue Johnston-Wilder & Sean Neill Institute of Education, University of Warwick E-mail : Wee-hoe.tan@warwick.ac.uk. Who am I?. Wee Hoe Tan, Malaysian Chinese

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Examining the potential of game-based learning through the eyes of trainee teachers

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  1. Examining the potential of game-based learning through the eyes of trainee teachers Wee Hoe Tan, Sue Johnston-Wilder& Sean Neill Institute of Education, University of Warwick E-mail : Wee-hoe.tan@warwick.ac.uk

  2. Who am I? • Wee Hoe Tan, Malaysian Chinese • Tutor of Sultan Idris Educational University. • PhD Student of Sue Johnston-Wilder & Dr Sean Neill • Academic background: • BMm (hons) Film & Animation, MMU, Malaysia. • MMm (e-Learning Tech.), MMU, Malaysia. • Working experience: • 3D Animator, Tripping The Rift Animated Series • Instructor / Lecturer: Kuala Lumpur University • Freelance multimedia software trainer

  3. Overview • Introduction & background of study • Research questions • Key concepts associated with game-based learning • Research methodology • Findings • Discussion • Conclusions

  4. Introduction • Examining the potential of game-based learning through the eyes of secondary maths trainee teachers. • 03 Jul 08, in Warwick Institute of Education • To test four hypothetical propositions. • A preliminary study

  5. Game-based learning Game-based learning (GBL) is a form of learner-centred learning that uses electronic games for educational purposes. Related or synonymous terms: Serious games, educational games, instructional games, edutainment, courseware. I choose to use GBL in my research instead of others because of its neutrality between serious and leisure games.

  6. Research Questions • What ideas would secondary maths trainee teachers generate about the potential of GBL? • What would the justification of their choice of top ranked GBL idea be? • What would the self-evaluation of their justification be? • If trainee teachers were given a generic game design document and guideline, could they design and develop GBL in the concept phase?

  7. Hypothetical propositions • Based on a provisional literature review and reflection on past working experience in creative industry. • Trainee teachers are willing to use GBL in teaching. • Trainee teachers could identify the potential of GBL. • The perceived potential of GBL between trainee teachers & game experts is similar. • Trainee teachers who completed their one-year PGCE training should be able to design and develop GBL up to the concept phase by referring to the generic game design document and guidelines.

  8. Methodology: Unit of analysis • Unit of analysis: • Secondary maths trainee teachers who were at the end of their one-year PGCE programme in WIE. • Completed a mix of 58 days of HEI based training plus 128 days placements in two different schools. • In conjunction with the launching of Bowland Maths materials in June 2008. http://www.bowlandmaths.org.uk/background.htm

  9. Data collection • Role-playing: • Researcher = facilitator; • Participants = subject matter experts (SMEs), first half; game designer, second half. • 5 minutes brainstorming • Determining & justifying top ranked idea: • Mind map • Self-evaluating justified top ranked idea: • Edward de Bono’s Six Thinking Hats

  10. Data collection in action

  11. Mind mapping What is your top ranked idea? Who would be benefited most if your chosen GBL is implemented successfully? Why do you rank it as the top idea? How would you want your GBL to be? Where could be the best setting for your GBL? When is the best time to use your game-based learning?

  12. Data collection

  13. Six Thinking Hats

  14. Data Analysis • Pattern matching • To juxtapose perceived top ranked ideas with the engaging elements of games identified via literature review • Narrative text coding • To classify self-justification & self-evaluation data • To examine how participants justify their ideas & how they evaluate the justification • Logical model mapping • To identify the possible gaps of knowledge & skills possessed by participants in producing GBL.

  15. Data Analysis Adaptation of Creswell’s (2008) model.

  16. FindingsWhat are participants’ perceived potential of GBL? Frequency The number of ideas generated by participants. (Male: female = 48:47) Number of ideas

  17. Findings: proposed themes

  18. Findings: proposed themes

  19. Typology of top ranked ideas grouped under three domains

  20. Typology of top ranked ideas grouped under three domains

  21. Typology of top ranked ideas grouped under three domains

  22. Typology of top ranked ideas grouped under three domains • The participants were aware of the potential of GBL. • The patterns formed through their perceived potential did not match the engaging potential of games. • Significant differences: the absence of the concept of flow in their ideas.

  23. Characteristics of games & their inherent engaging elements (Prensky, 2007)

  24. Engaging elements of games & their descriptions (Quinn & Connor, 2005)

  25. Engaging elements of games & their descriptions (Quinn & Connor, 2005)

  26. FindingsWhat would their justification be?

  27. What would the self-evaluation of their justification be? White Hat • Facts about possible difficulties they might face. • To put GBL in practice, “will take a lot of organisation, planning and need to sort out game and investigation”. • ICT requirements, particularly computer software, hardware and Internet access should be ready for successful implementation. • Some concerned about the needs, preferences and the nature of learners.

  28. Red Hat (positive feeling)

  29. Red Hat (negative feeling) • Great idea but need lots of preparation and effort • I think it need more development and to be made more exciting • I’m not really enthused by the idea because driving and cars are not my favourite hobby. • I’d be dangerously addicted to it.

  30. Findings:What are their capabilities of designing & developing GBL? The inputs filled by the participants were insufficient to reveal their capability of designing and developing GBL

  31. Discussion

  32. Conclusions • Trainee teachers could identify the potential of GBL and are willing to use GBL in their teaching. • The perceived potential of game-based learning between trainee teachers and game experts is not similar. • The most mentioned rationale for their perceived top ranked idea of game-based learning was engaging. However, the concept of engagement held by academics and game experts is so diverse which created fatal confusions in GBL production and evaluation.

  33. Conclusions • The trainees were unable to design and develop GBL up to the concept phase by referring to the generic game design document and guidelines. • Instead of altering the teacher training programme to include game design components, further training and resources could be needed to fill in the gap between the desired responsibilities and the actual performance. • Demarcation of roles and responsibilities among trainee teachers, teacher trainers and game experts should be done to make GBL successful.

  34. Question & Answer

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