RSA #4 Game-based learning
3.
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Module summary
This module focuses around game-based learning. Game-based learning or GBL, is the idea of
using competitive
exercises, either pitting the students against each other or getting them to
challenge themselves in order to motivate them to learn better (Teed,
n.d.). GBL creates communication,
competition, drive and motivation amongst students to learn, be successful and
improve. The results are usually
instantaneous with clear feedback about what you did or didn’t do correctly. There are many GBL resources available online
with ways to design your own game. There
are also digital and non-digital forms of GBL.
Playing board games, cards and dice are examples of non-digital ways
while using tablets, computers and smartphones provide digital GBL.
The
first source is a website created by Rebecca Tweed with basics about game-based
learning. This module is written to assist faculty who want to start
using games to help them teach (Tweed, 2013). The posting is helpful to
teachers who are new to game-based learning by breaking down the essentials of
this learning style. Topics ranging from
what makes a good game, why use game-based learning and how to teach with games
are areas all covered in this module. In
order to create a truly educational game, the instructor needs to make sure
that learning the material is essential to scoring and winning(Tweed,
2013.). There needs to be learning
objectives and purpose to the game. If
there isn’t, why are you playing the game?
The module provides ways to give appropriate rewards, address questions
which may arise during creation and examples of games used in classrooms. This would be a must read prior to utilizing
game-based learning in the classroom.
The second
source is collection of game-based resources from Andrew Miller of
edutopia.org. He provides a list of his favorite games to be used in the classroom. “There are many tools out there that are
free and that teachers could use in the classroom as soon as tomorrow. Some of
these tools are not only the games themselves, but also lesson plans and ideas
for using the game in the classroom” (Miller, 2013). The games surround the content of history,
science and math. There are also game
resources for ELL students. While these
games are suggested by the author as some of his favorite, how the game works
to your curriculum may be different. Asking yourself: “Is this a good game?”
can be a driving question in the implementation of game-based learning (Miller,
2013).
The third resource is a study done focusing on if game-based
learning is effective in teaching first aid content. This study aimed at assessing the learning
effectiveness and motivational appeal of a (board) game for acquiring FA
knowledge, as compared to a traditional approach in the form of an interactive
lecture giving a PowerPoint presentation, encompassing indentical learning objectives
and content but lacking the gaming aspect (Charlier & De Fraine, 2013). The
study revolved around 120 eighth grade students divided into four groups. Two were controlled groups (lecture) and the
other two experimental groups (game). Each group was given a pre-test done the
same way and then split into their different learning methods. Once instruction finished they were given a
post test and retention test eight weeks later.
The study found that both methods confirmed learning had occurred
however the higher scores came from the control group. I was surprised to read this as I had thought
the gaming group would have scored higher.
The retention test for both groups showed learning loss but still were
higher than the pre-test. An important
difference between both methods was that more students of the game-playing
group indicated that they enjoyed learning first aid(2013). It is important to understand that possibly
the most important feature of game-based learning is students enjoy themselves
more and what they learn is learned with enjoyment. This can lead to continued learning of
content in positive ways.
The fourth resource is a study investigating the
interrelationships between motivation, engagement, and complex problem solving
in game-based learning. We argue that
complex problem solving and associated cognitive processing and motivational
requirements are most impacted by gameplay; and that interactivity captures the
most salient features of gameplay as it relates to complex problem solving and
motivation (Eseryel, Law, Ifenthaler, Ge & Miller, 2014). The researchers believe that by game-based
learning environments motivate despite challenges with complex problem solving
and players engage longer to complete more tasks, which build up skills and
competence. A rural Midwest high school
was used to conduct their study over one year.
They conducted pre and posttests and used McLaurin’s Adventures as their
game of choice. “This study shows that motivation and engagement in a
game-based learning environment have an impact on learner’s problem solving
outcomes. Thus, it is crucial to design
game-based learning environment to scaffold students’ motivation and
engagement. Not all the games are necessarily designed as complex to engage
students in problem solving tasks; therefore, the assumptions that all games
are engaging and that playing games will increase learners’ problem-solving
skills are challenged” (Eseryel, Law, Ifenthaler, Ge & Miller, 2014).
What
is the relationship from the ideas from the additional readings? Compare and contrast the
ideas to those in an assigned reading. (Do they support each other or do
they contradict each other? How?)
The
additional readings are both studies done using game-based learning as a way of
instructing for information and motivating to achieve more complex problem
solving. They both are looking to
measure improvements in different categories by using-game based learning in
the classroom. I would argue that both
studies determined when using game-based learning that when enjoyment and
challenges occurred, game-based learning was successful in determining their
thesis. All of the topics support each
other because they are all promoting the use of game-based learning. The two module readings selected, provide
examples of games, benefits and understanding into the world of game-based
learning while the two I added take the theories associated with game-based
learning from the previous two sources and put them into use. In both studies, there are mentions of how
limited the studies of game-based learning are.
Any information and study out there would seem to support each other to
promote the use and influence of game-based learning. Games that encompass curricular objectives
are believed to hold the potential to render learning more learner-centered,
easier, more enjoyable, more interesting, and perhaps, more effective
(Papastergiou, 2009).
Apply the concepts of the reading into an educational
setting?
Before you place a game into an educational setting it
has to have some requirements before use.
There needs to be a learning objective the students have. Learning goals have to be essential for winning or the
material is likely to be ignored (Lepper and Cordova, 1992). In Teed’s module,
she mentions some key components necessary to make a good game prior to
use. Being able to make a game
continuous with multiple challenges, create a good plot or storyline, be
flexible in achieving your outcomes, and include immediate rewards and a sense
of realism. I have used games to review
for tests before but I have also made them learning experiences. I play a hunter-gather game that simulates
the life of hunter-gatherer tribe member.
The objective is to see how long you can last amongst your group
members. Each player selects cards and tracks their progress along a
spreadsheet. Besides picking cards, moral dilemmas come into play in this game
as well. When students run low on
essentials (food), other group members can choose to donate or keep food for
their use. In this digital age, many
games that teachers have developed and used in their class have been made available
online for free. The use of smartboards,
tablets, and laptops in the classroom has, for many teachers, increased the
frequency of game use. I notice students
seem to really awaken when playing a game, especially if they get to use a
computer or tablet to play it. When it
comes down to it, if the student is enjoying their self and learning is taking
place, why not use games more often?
Charlier, N., & DeFraine, B. (2013). Game-Based Learning
as a Vehicle to Teach First Aid Content: A Randomized Experiment. Journal of School Health, 83(7),
493-499.
Eseryle, D., Law, V., Ifenthaler, D., Ge, X., & Miller,
R. (2014). An Investigation of the Interrelationships between Motivation,
Engagement, and Complex Problem Solving in Game-Based Learning. Educational Technology & Society,
17(1), 42-53.
Lepper,
M., & Cordova, D. (1992). A desire to be taught: Instructional consequences
of intrinsic motivation. Motivation and Emotion, 16(3), 187-208.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Comput Educ, 52, 1-12.
Teed, R. (2013). Game-based learning. Starting Point: Teaching entry level geoscience. Retrieved from http://serc.carleton.edu/introgeo/games/index.html
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