Game-Based Learning and its Effects on Problem Solving

1. Game-Based Learning and its Effects on Problem Solving Jennifer Lowery, RaduNicolescu, & Sarah Stalker EIPT 5533: Introduction to Instructional Technology

2. Outline • Introduction • Problem/Issues • Literature Review • Positive Outcomes -- Sarah • Liu, Cheng, Huang (2011) • Yang (2012) • Chang, Wu, Weng, Sung (2012) • Inconclusive Outcomes -- Radu • Fanetti(2011) • Spiers, Rowe, Mott, Lester (2011) • Killi (2007) • Negative Effects -- Jenn • Frank (2012) • Rieber & Noah (2008) • Conclusions • References

3. What is Game-Based Learning? • Game based learning has three components • Competition • Engagement • Immediate Feedback • Computer games being used more as an intrinsically motivating educational tool that encourages curiosity (Chang et al., 2012)

4. Why Use Game-Based Learning • What researchers are trying to gain from studying game-based learning: James Gee on Video Games: MacArthur Foundation • Example of a game used for learning A Serious Game for Medical Training in Advanced Life Support

5. Positive Outcomes Studies showing an increase in problem solving skills after using game-based learning in the classroom.

6. The effect of simulation games on the learning of computational problem solving– Liu, Cheng & Huang (2011) • Goal: To obtain a clearer picture of the problem solving strategies by using simulation games. • Study Design • Introduction to Computer Science Course • Used activity logs to record and extract behavioral attributes • Results: Simulation games constitute as an effective approach assisting novice programmers to learn problem solving skills

7. Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation – Yang (2012) • Goal: How does using a DGBL environment affected development of students’ problem solving skills and learning motivation? (She had 4 research questions – See Handout) • Study Design • 9th Grade Civics & Society Class – Experiment & Control Groups • Used test scores (pre-test & post-test) • Results • DGBL was effective in promoting and improving students’ problem solving skills – Traditional teaching method showed no improvement • Higher-order thinking skills take an entire semester to develop

8. Embedding game-based problem-solving phase into problem-posing system for mathematics learning – Chang et al. (2012) • Goal: Effects of Problem-posing system on students problem-posing and problem-solving abilities as well as flow experiences. • Study Design • Fifth grade students from four different classes • Pre-test and post-test • Results • Pre-test scores had to be below a certain value for there to be improvement in problem solving abilities • Problem-solving, posing, and flow experiences were greater in the experimental group than control group.

9. Inconclusive Outcomes Neither significant increase nor significant decrease in problem solving skills were noticed after using game-based learning in the classroom.

10. The effect of problem solving video-games on the science reasoning skills of college students – Fanetti(2001) • Goal: To determine in what ways, if any, the problem-solving video games affect students’ reasoning and problem solving • Study Design • Both qualitative and quantitative methods • Players solve puzzles including certain types of reasoning • The researcher records each participant’s performance and the answers to an interview. • Results: Participants’ performances proved that the use of problem-solving games “did not improve the science reasoning skills”

11. Problem solving and game based learning: effects of middlegrade students’ hypothesis testing strategies on learning outcomes - Spires, Rowe, Mott, Lester (2011) • Goal: To determine how well students who played a specific game, could problem-solve within the game • Study Design • Analyses of relationships among participants’ hypothesis testing strategies, content learning gains, and in-game performance • Multiple regression analysis (post-test scores vs. number of goal completed and the pre-test scores). • Results: The game was more effective for some students but not as effective for others.

12. Foundation for problem-based gaming - Kiili (2007) • Goal: To develop a model for problem-based gaming that can be used to design more effective educational games • Study Design • Subjects participated in a business simulation game • Qualitative study; subjects were interviewed after the game. • Results: Educational games design does not necessarily lead to improved problem-solving skills.

13. Negative Effects Negative effects sometime occur when using game-based learning software.

14. Gaming the game: a study of the gamer mode in educational wargaming – Frank (2011) • Goal: To determine if proper and effective officer training will be used in a simulation/game • Study Design • Cadets going through officer training education were paired to complete a simulated mission. • Cadets were monitored both in their conversations and in actions. • Results: The cadets defied most of the training they received and simply went into “warrior mode.”

15. Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning– Rieber & Noah (2008) • Goal: To determine if game-like situations increased adult learning. • Study Design • University students played a game created to teach the relationship between acceleration and velocity. • Pre- and post-tests were given to all participants. • Results: Most students were consumed with improving their score and did not discover the relationship between the concepts.

16. Conclusion • More research data shows that gaming is beneficial • Certain software just does not deliver • Many variables that could affect the outcome • More research is necessary because of contradictory data • Games have to be carefully designed in order to become effective learning tools

17. References • http://serc.carleton.edu/introgeo/games/whatis.html • https://www.youtube.com/watch?v=qGd1URORsoE&feature=BFa&list=PL4BF893B77D0FA512 • https://www.youtube.com/watch?v=Be8UJeRBN1I&feature=related • Chang, K., Wu, L., Weng, S., & Sung, Y. (2012). Embedding game-based problem solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786. • Fanetti, T. (2011). The effect of problem solving video games on the science reasoning skills of college students. Retrieved from ProQuest on 10/15/2012. • Frank, A. (2012). Gaming the game: a study of the gamer mode in educational wargaming. Simulation & Gaming, 43(1), 118-132. • Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology. Vol 38 No 3, 394-404. • Liu, C. C., Chen, Y.B. & Huang, C.W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education 57, pp.1907–1918. • Rieber, L. P., & Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92. • Spires, H, Rowe, J., Mott, B, Lester, J. (2011). Problem solving and game based learning: effects of middle grade students’ hypothesis testing strategies on learning outcomes. J. Educational Computing Research, Vol 44(4) 453-472. • Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59, 365-377.