Reggie Alston, Chuck Cadle , Brian Jones, Rebecca Shisler

1. Reggie Alston, Chuck Cadle, Brian Jones, Rebecca Shisler

2. A Study of the Opportunity for Digital-Based Games with Collaboration Curriculum

3. Discussion Points • Our Group Study Components • Teacher Adoption • Instructional Design • Implementing problem-based games • The opportunity for developing learning communities • Conclusion

4. Statistics from the Entertainment Software Association’s annual study of game players • 69 percent of all heads of household play computer and video games. • 97 percent of youth play computer and video games. • 40 percent of all gamers are women. • One out of four gamers is over the age of fifty. • The average game player is thirty-five years old and has been playing for twelve years. As quoted by McGonigal (2011), p. 11

5. Adoption • Engagement Gap • Change • Self-Efficacy • Crossing the Chasm

6. 97% of youth play games Engagement Gap

7. “Intense curiosity is an important attribute of creative people” (Andreason, N.C., 2006, p.174)

8. Crossing the Chasm

9. What Hinders Teachers in Using Computer and Video Games in the Classroom? • Six factors: • Inflexibility of curriculum • Negative effects of gaming • Students' lack of readiness • Lack of supporting materials • Fixed class schedules, and • Limited budgets Study by Baek, Y. K. (2008)

10. Other Adoption Issues • Alignment of game learning objective with state and national standards • Time compatibility • Time and purpose of game implementation • Proof of effectiveness of games • Outcome issues • Technology compatibility • Technical issues Research by Kebritchi, M. (2010).

11. K-12 Teachers' Use of Course Websites • 36 in-service K-12 teachers participated in a technology integration course • Ten weeks after the conclusion of the course two-thirds of the teachers did not use their course website on a regular basis • The contextual barriers: • lack of access to appropriate software, • a perception that parents and students cannot access the Internet at home, and • a lack of time Study by Friedman, A. (2006):

12. Teacher Self-Efficacy “Self-efficacy represents one’s own view of individual capabilities” (p. 76) Carr, J.F. (2008)

13. Assessing Teachers' Context Beliefs about Technology Use • Teachers' context and self-efficacy beliefs were significant predictors of teachers' reported use of technology-related engaged learning practices. • Teachers with little experience in the use of videogames are reluctant to use them. • They feel insecure and require significant support during the process Study by Lumpe, A.T. & Chambers, E. (2001)

14. Student Perceptions Impact Adoption • Usefulness • Ease of use • Learning opportunities, and • Personal experience with video games in general Study by Bourgonjon, J., Valcke, M., Soetaert, R., and Schellens, T. (2010)

15. So, What Can Be Done To Improve Adoption Rates? • Implementing a program to bring video games into instruction requires thoughtful preparation – A Plan • Success hinges on appealing to: • game-savvy students • fretful teachers, and • dubious parents and administrators • The rightgame is one that reinforces curriculum and adheres to state standards • Teachers are the ones who hold the key to a gaming initiative's success or failure Study by Gordon, S. (2010)

16. July 20th Blog from the Center for Teaching Quality Should schools consult teachers before buying technology?It's easy to be lulled into the urban myth that everyone under 30 is thoroughly tech savvy, but that's an unfortunate stereotype. Our children need to learn how to use various technologies as part of their learning experiences; and their teachers need to be constantly growing in that same knowledge.

17. Instructional design

18. Game-Based Learning: Instructional Design • Research describes design process for converting class content into online games • Must preserve core instructional goals in gaming environment • Summary and analysis (cognitive load theory as framework)

19. Game-Based Learning: Instructional Design • The current state of e-learning in general focuses on technology, not instruction • Games should be followed by reflection and feedback (reinforces objectives/clarifies questions) • Interpret and assess the learners knowledge/learning progress within the game environment in a non-invasive way

20. Game-Based Learning: Instructional Design • Integrate existing (learning) resources into digital educational games • Balance: Avoid overburdening learners with too difficult gaming and learning activities and boring them by too simple ones, losing educational potential

21. Game-Based Learning: Instructional Design • Design should capitalize on intrinsic motivation toward gaming • Some subjects lend themselves better to certain modalities/types of games • Ex: Digital dialogue games as a way to discuss/argue curriculum

22. Game-Based Learning: Instructional Design • Limits • Should not be used as only educational platform (from GBL research) • Cognitive load theory instructional recommendations (analysis)

23. Game-Based Learning: Instructional Design Does Game-Based Learning Instructional Design Align with Cognitive Load Theory Instructional Design Recommendations (below)? YesNo? Change problem solving methods X Physically integrate multiple sources X Reduce redundancy X Use auditory and visual information X

24. Game-Based Learning: Instructional Design If designed inappropriately, game-based educational environments may contain many sources of high-level cognitive load that prevent effective learning Kalyuga, S., & Plass, J. (2009). Evaluating and Managing Cognitive Load in Games. In Handbook of Research on Effective Electronic Gaming in Education (pp. 719 – 737). Hershey, PA

25. PROBLEM-BASED GAMING IN EDUCATION

26. Problem-Based Gaming (PBG) in Education • Non-digital educational gaming (Traditional) • Digital educational gaming (Traditional) • Digital problem-based gaming (Constructivist)

27. Problem-Based Gaming (PBG) in Education • Based on the Constructivist approach to education • PBG begins with user experience • Purpose is to apply knowledge as part of the learning process • Students complete challenges or quests which require the use of problem-solving strategies

28. Problem-Based Gaming (PBG) in Education • Single-Player • Collaborative/ Multi-player • Physical • Virtual • Massively Multi-player • Classroom-Based • Online

29. Problem-Based Gaming (PBG) in Education • All PBGs have narrative and simulative qualities • Narrative • More complex stories • Ex: Oregon Trail • Simulative • More complex rules • Ex: Lemonade Stand

30. Problem-Based Gaming (PBG) in Education • Role Playing Games (RPGs) • User as a character within the game

31. Problem-Based Gaming (PBG) in Education • Alternate Reality Games (ARGs) • User as himself/herself • Ex: World Without Oil

32. the Development of Learning Communities in Games

33. Syncretism of Theories • Behaviorism • Engagement • Motivation • Enthusiasm • Pleasure • Constructivism • Constructing meaning through experience • Social Constructivism • The collaborative experience is shared • Shared experience fosters its own culture • The experience promotes individual learning

34. Range of Communities Within Games

35. Learning Community Sphere of Influence

36. Spheres and the Learner • Physically talking to a partner • In-game chat or instant message • Text • Real-time Voice • Environmental NPC reactions • Forums/Discussion Boards • In ascending order of engagement and positive emotional response • Determined by brain EKG and skin conductivity • Human-Computer • Human-Stranger • Human-Friend • However, gaming system and game choice may be confounding variables Types of Interaction How Interactions Affect the Learner

37. Themes in the Literature:Inside a K-12 Classroom • In-game collaboration is limited • STEM focus • Results • Lack of quantitative research on PBL based games • Develops 21st century and media literacy skills • Review competition games lead to interpersonal skills and peer tutoring

38. Themes in the Literature:Members Only • Web 2.0 communication • Very few K-12 studies • Predominantly higher education • Field or class-specific software • STEM focus • Results • Lack of quantitative research • Hint of positive impact on achievement • May increase motivation • Self-reported positive responses to challenging authentic tasks

39. Themes in the Literature:Massively Multiplayer • Reverse engineering of existing games • Second Life • WoW • Gray areas of what constitutes a game and can the game distract from the educational experience • More literature on how to use as pedagogy rather than rigorous measurement

40. Common Among All Types of Communities • Collaboration’s positive effects • Engagement • Motivation • Interpersonal skills • Peer tutoring, Web 2.0, and the Guild system • Some indications of positive impact on achievement • *May be most effective with a script • Difficulty competing with what is commercially available • Lack of quantitative research • Problem of non-contributors in group learning Strengths Weaknesses

41. Missing Potential • Potential crossover of schoolhome • Utilizing existing technology • Kinect: avatars and augmented reality • Mobile devices • Professors may be willing, but it’s just not implemented yet

42. Key Trends of Game-Based Learning • Adoption • Higher education has been quicker to adopt than K-12 • Instructional Design • The key is preserving academic content while enhancing the cognitive engagement games provide • Problem-Based Learning • Provides a vehicle for collaborative, real-world tasks • Learning Communities • Create authentic contexts that increase engagement

43. The Future for Game-Based Learning • Integration of problem-based games into academic standards • Use of games for preparing students for 21st Century careers