With the 3rd provocation in mind “To whom am I accountable?”, I am thinking about an important player in the implementation of video games in the classroom: parents. So, what do parents think about using video games in the classroom?
Despite the findings showing that video game-based learning improves students motivation and stimulates deep and creative learning, the perception of parents is often negative and their opinions greatly influence the decision to use them in a classroom setting. In order to understand the reasons behind these beliefs, a study has been conducted based on a survey about video games involving 858 parents of secondary school students in Flanders (Bourgonjon, 2011).
The survey reveals that:
- the majority of parents had no experience with video games and this lack of experience resulted in a diminished belief in the learning opportunities offered by video games and little confidence in their choice as a pedagogical tool.
- parents believe in both positive and negative effects of video games. They believe there is some truth in the negative messages portrayed by the media and are displeased with the content of certain video games. However, they also believe the games offer some learning opportunities and children favor their use in the classroom but these idea is not always supported by the teachers.
These findings are important for teachers to keep in mind when proposing to parents the use of video games as a learning tool. For parents, we need to help develop their understanding of the potential learning opportunities offered by video games. We could achieve this by gathering specific information regarding the learning opportunities from different sources while at the same time providing an opportunity for hands-on experience with educational video games.
References:
Bourgonjon, J. Valcke, M. Soetaert, R. de Wever, B. Schellens, T. (2011) Parental acceptance of digital game-based learning. Computers & Education Vol. 57 pp1434-1444.
Sunday, 17 April 2011
Games for learning assistance
In this post, I will discuss a very interesting application for the use of video games in helping students with special needs. In his paper, Wayne Holmes (2011) followed a group of young children between 8.5 and 10.5 years of age with severe literacy difficulties, all with a reading age more than two years below their chronological age. He studied the effect of a literacy program, based on a video game called Catch Up Literacy, to support their literacy development at home.
The author found that students really liked the gaming approach, the graphics and animations, the feedback and the challenges of beating their best time. Parents appreciated the benefit of being able to support their child's learning as well as the quality time spent with their child. However, most of the parents did not use the guide and complained about the lack of instruction and the the loss of interest from the children after the novelty had worn off - mainly because the children played the game randomly instead of following the order recommended in the user guide or because they repeated the games that they found easy and then lost interest.
The latter observations can be explained in light of the findings presented in my first 2 posts (“A good game” and “Go with the flow”). To keep the player motivated, the task has to be challenging but achievable. If the task is beneath their capability, the player becomes bored but if it is beyond their capability, the player fails and gives up. This points out the importance of good game design in order to maintain students' engagement and motivation.
These findings open new horizons for the potential of video games in supporting students who need individual remedial learning by creating a structure at home that both parents and children find enjoyable.
References:
Holmes, W. (2011) Using game-based learning to support struggling readers at home. Learning, Media and Technology. Vol. 36, No.1, pp5-19.
The author found that students really liked the gaming approach, the graphics and animations, the feedback and the challenges of beating their best time. Parents appreciated the benefit of being able to support their child's learning as well as the quality time spent with their child. However, most of the parents did not use the guide and complained about the lack of instruction and the the loss of interest from the children after the novelty had worn off - mainly because the children played the game randomly instead of following the order recommended in the user guide or because they repeated the games that they found easy and then lost interest.
The latter observations can be explained in light of the findings presented in my first 2 posts (“A good game” and “Go with the flow”). To keep the player motivated, the task has to be challenging but achievable. If the task is beneath their capability, the player becomes bored but if it is beyond their capability, the player fails and gives up. This points out the importance of good game design in order to maintain students' engagement and motivation.
These findings open new horizons for the potential of video games in supporting students who need individual remedial learning by creating a structure at home that both parents and children find enjoyable.
References:
Holmes, W. (2011) Using game-based learning to support struggling readers at home. Learning, Media and Technology. Vol. 36, No.1, pp5-19.
Friday, 15 April 2011
Fighting Mr. X
Competition can be used in the classroom to enhance motivation, excitement and involvement of learners in their activity. However, research has shown the possible negative effects of competition on human interactions including less effective communication within the cooperative team and decrease of overall performance gains as well as interpersonal relationships (Johnson, Johnson and Maruyama, 1983).
This paper (Yu, 2003) explores the possibility of educational video games (in this case a Monopoly-like video game named “Joice”) to offer anonymity or physical separation while interacting within a networking system and their effects on classroom atmosphere and group processes. Pairs of students were set to compete either face-to-face, separated by at least 15 feet but aware of the name of their competitors or in an complete anonymous setting where the pairs of students did not know the names of the competing pair. After the game, they were asked to answer a survey exploring their perceptions of the classroom climate and the group process. The results of the survey showed that anonymity and reduced proximity minimized in-group process losses associated with face-to-face competition and increased teammate interactions and good communication within the group.
The implications of these results are particularly important for educational game designers as it suggests that anonymity is a useful feature in the design of the games. It also underlines the positive and negative aspects of competitive environment in education as well as the effect of anonymity on students communication in a social networking environment.
References:
Johnson, D.W., Johnson, R.T., and Maruyama, G. (1983). Interdependence and interpersonal attraction among heterogeneous and homogeneous individuals: A theoretical formulation and a meta-analysis of the research. Review of Educational Research, 53, 5-54.
Yu, F.Y. (2003). The mediating effects of anonymity and proximity in an online synchronized competitive learning environment. J.Educational Computing Research, Vol. 29(2) pp153-167.
This paper (Yu, 2003) explores the possibility of educational video games (in this case a Monopoly-like video game named “Joice”) to offer anonymity or physical separation while interacting within a networking system and their effects on classroom atmosphere and group processes. Pairs of students were set to compete either face-to-face, separated by at least 15 feet but aware of the name of their competitors or in an complete anonymous setting where the pairs of students did not know the names of the competing pair. After the game, they were asked to answer a survey exploring their perceptions of the classroom climate and the group process. The results of the survey showed that anonymity and reduced proximity minimized in-group process losses associated with face-to-face competition and increased teammate interactions and good communication within the group.
The implications of these results are particularly important for educational game designers as it suggests that anonymity is a useful feature in the design of the games. It also underlines the positive and negative aspects of competitive environment in education as well as the effect of anonymity on students communication in a social networking environment.
References:
Johnson, D.W., Johnson, R.T., and Maruyama, G. (1983). Interdependence and interpersonal attraction among heterogeneous and homogeneous individuals: A theoretical formulation and a meta-analysis of the research. Review of Educational Research, 53, 5-54.
Yu, F.Y. (2003). The mediating effects of anonymity and proximity in an online synchronized competitive learning environment. J.Educational Computing Research, Vol. 29(2) pp153-167.
Go with the "flow"!
I found the next article (Admiraal, 2011) very relevant not only in terms of video games as a learning tool but also as a source of motivation and engagement in any educational activity. It refers to the concept of 'flow' defined by Csickszentmihalyi in 1990 as “a state of deep absorption in an activity that is intrinsically enjoyable”.
One of the main problems of today's high school students is their under achievement due to boredom or disengagement from learning process. So, how do we engage and motivate our students to maximise the learning experience?
Flow occurs when there is a balance between challenge and skills. However, this balance is easily disrupted resulting in either anxiety (high challenge, low skills) or boredom (low challenge, high skills).
The concept of Flow (Csickszentmihalyi, 1990):
The effect of flow on game performance and learning outcomes was studied on secondary school students using a computer game about medieval Amsterdam called “Frequency 1550” (Admiraal, 2011). The study showed that students were deeply engaged with the game, but sometimes were distracted by solving problems related to technology and navigation. The main effect of flow was shown to increase game performance but not necessarily their learning outcome (as measured against level of knowledge of medieval Amsterdam). Learning outcomes were influenced by distractive activities and team competition: when students were less distracted, they were more engaged with group competition and therefore increased their learning outcome.
The implication for using educational computer games is that the concept of flow is directly related to increased motivation and concentration but its effect on learning outcome depends on the level of distraction and involvement in group competition . However, the experience of flow being enjoyable, it is likely to be repeated and this concept by itself is worth being explored in terms of increasing motivation and engagement in education.
Reference:
Admiraal, W. Huizenga, J, Akkerman, S. ten Dam, G. (2011) The concept of flow in collaborative game-based learning. Computer in Human Behavior 27 pp 1185-1194.
Csickszentmihalyi, M. (1990) Flow: The psychology of optimal experience. New York: Harper-Perennial.
One of the main problems of today's high school students is their under achievement due to boredom or disengagement from learning process. So, how do we engage and motivate our students to maximise the learning experience?
Flow occurs when there is a balance between challenge and skills. However, this balance is easily disrupted resulting in either anxiety (high challenge, low skills) or boredom (low challenge, high skills).
The concept of Flow (Csickszentmihalyi, 1990):
The effect of flow on game performance and learning outcomes was studied on secondary school students using a computer game about medieval Amsterdam called “Frequency 1550” (Admiraal, 2011). The study showed that students were deeply engaged with the game, but sometimes were distracted by solving problems related to technology and navigation. The main effect of flow was shown to increase game performance but not necessarily their learning outcome (as measured against level of knowledge of medieval Amsterdam). Learning outcomes were influenced by distractive activities and team competition: when students were less distracted, they were more engaged with group competition and therefore increased their learning outcome.
The implication for using educational computer games is that the concept of flow is directly related to increased motivation and concentration but its effect on learning outcome depends on the level of distraction and involvement in group competition . However, the experience of flow being enjoyable, it is likely to be repeated and this concept by itself is worth being explored in terms of increasing motivation and engagement in education.
Reference:
Admiraal, W. Huizenga, J, Akkerman, S. ten Dam, G. (2011) The concept of flow in collaborative game-based learning. Computer in Human Behavior 27 pp 1185-1194.
Csickszentmihalyi, M. (1990) Flow: The psychology of optimal experience. New York: Harper-Perennial.
A good game
My topic for this second series of posts is educational video games. I'd like to explore different aspects of them, from the pedagogical benefits to problems we may encounter while using video games in the classroom.
My first paper ( What makes a good learning game? By Simon Egenfeldt-Nielson) discusses the different components of video-games and the essential qualities we have to look for in a good learning game. The author describes the two essential components of a video game as the substantives and the verbs. The substantives are what you see. It makes up the story and the environment. The verbs are what you do in the game. They are about making decisions and seeing the consequences in the form of feedback and rewards system regulated by the rules of the game.
Three factors are essential for a good design:
- Integration: learning is an essential part of the game. It means that students need to master the learning goals to succeed. Curriculum should be integrated in both the environment (the substantives) and the actions (the verbs).
- Motivation: the advantages of using a game format are attraction and motivation. It is used to engage and attract students interest and requires a good rewards, feedback and consequences system. The player is motivated when challenged and the progression follows the “flow”theory (see post 2: Go with the “flow”!)
- Focus: this part relates to the meaning of both verbs and substantives. The learning experience can be integrated within the setting of the game (the substantives) but if it is not integrated within the verbs, the focus of the learning experience will be lost.
I believe this article points out essential fields that we as teachers have to take into consideration when looking at the pedagogical value of a learning game. The integration of the curriculum in both the setting and the actions is as important as the motivation and the engagement values of the game.
A beautiful example is shown in the following video where a teacher guides his students through the setting of a video game in order to engage them, motivate them and stimulate their creativity resulting in a better quality writing.
Reference:
Elearn magazine: What makes a good learning game? By Simon Egenfeldt-Nielson.
Youtube: Creative writing with computer games
My first paper ( What makes a good learning game? By Simon Egenfeldt-Nielson) discusses the different components of video-games and the essential qualities we have to look for in a good learning game. The author describes the two essential components of a video game as the substantives and the verbs. The substantives are what you see. It makes up the story and the environment. The verbs are what you do in the game. They are about making decisions and seeing the consequences in the form of feedback and rewards system regulated by the rules of the game.
Three factors are essential for a good design:
- Integration: learning is an essential part of the game. It means that students need to master the learning goals to succeed. Curriculum should be integrated in both the environment (the substantives) and the actions (the verbs).
- Motivation: the advantages of using a game format are attraction and motivation. It is used to engage and attract students interest and requires a good rewards, feedback and consequences system. The player is motivated when challenged and the progression follows the “flow”theory (see post 2: Go with the “flow”!)
- Focus: this part relates to the meaning of both verbs and substantives. The learning experience can be integrated within the setting of the game (the substantives) but if it is not integrated within the verbs, the focus of the learning experience will be lost.
I believe this article points out essential fields that we as teachers have to take into consideration when looking at the pedagogical value of a learning game. The integration of the curriculum in both the setting and the actions is as important as the motivation and the engagement values of the game.
A beautiful example is shown in the following video where a teacher guides his students through the setting of a video game in order to engage them, motivate them and stimulate their creativity resulting in a better quality writing.
Reference:
Elearn magazine: What makes a good learning game? By Simon Egenfeldt-Nielson.
Youtube: Creative writing with computer games
Sunday, 10 April 2011
Module B: Human development
Scenario: Anne (2)
Anne couldn’t believe her luck when her former school invited her back to fill in a maternity leave position. Seven years on and she is now a permanent teacher at this old private college and about to embark on an overseas exchange for a year. The school has a significant boarder population with students drawn from the city and rural areas. Anne has developed a reputation as a great teacher, with her students achieving high grades and routinely making the top 10% of the state / territory cohort. Similarly her International Baccalaureate students have achieved outstanding results. Anne is looking forward to her travels and is excited about bringing back new ideas from overseas, as well as a little personal travel. Recently Anne’s school has opened a boarding house for rural Aboriginal Students, upon her return Anne will be taking on the role of coordinating this equity initiative. She has enjoyed teaching the students in this program for the last year. While it does entail extra work in preparing work to support the students and after school tutoring, she finds it very rewarding. Ann is hoping to develop some ideas on her study tour of Canada about how to help students from different cultural backgrounds develop empathy and understanding for each other, and learn from each others experiences and ways of viewing the world.
Anne couldn’t believe her luck when her former school invited her back to fill in a maternity leave position. Seven years on and she is now a permanent teacher at this old private college and about to embark on an overseas exchange for a year. The school has a significant boarder population with students drawn from the city and rural areas. Anne has developed a reputation as a great teacher, with her students achieving high grades and routinely making the top 10% of the state / territory cohort. Similarly her International Baccalaureate students have achieved outstanding results. Anne is looking forward to her travels and is excited about bringing back new ideas from overseas, as well as a little personal travel. Recently Anne’s school has opened a boarding house for rural Aboriginal Students, upon her return Anne will be taking on the role of coordinating this equity initiative. She has enjoyed teaching the students in this program for the last year. While it does entail extra work in preparing work to support the students and after school tutoring, she finds it very rewarding. Ann is hoping to develop some ideas on her study tour of Canada about how to help students from different cultural backgrounds develop empathy and understanding for each other, and learn from each others experiences and ways of viewing the world.
In this blog I am referring to the theories learned in the Module B and to the 8th provocation: "To what extend is teaching an intellectual pursuit?"
Anne has invested a lot of time and energy in establishing a boarding house for rural Aboriginal students. One of her main concern is to be able to cater for the different populations of students in the school. The goal of her trip to Canada is to gather information about different cultures and values and their implication in teaching and learning in the classroom. She also would like to learn more about how Canadian Indians are integrated in school and how the Canadian school system has recovered from the Canadian Indian residential school system (see article:Canada apologizes for 'killing the Indian in the child). She is particularly concerned about making her teaching meaningful for Aboriginal students and promoting good relationships between students from different background in order to maintain a positive and stimulating learning environment.
The historical similarities between Canada and Australia when it comes to inclusion of indigenous students in a strong western dominant culture is particularly relevant for Anne. The goal of her study tour is to build extra- knowledge and understanding of multiculturalism in a social constructivism manner. Canada is recovering from the failure of the forced attempt to assimilate Aboriginal People in Canada into European-Canadian society with compulsory boarding school. Following the closure of the schools in the 1960s and the official government apologies, many school in Canada have integrated Native studies including Aboriginal cultures, crafts languages, spirituality, knowledge of nature, and tours to indigenous heritage sites (Wotherspoon, R. 2006).
During adolescence, students undergoes huge psychological and social development involving the search of their identity and their place in the society (Erikson's stages of psychosocial development: Identity versus confusing, Krause chapter 3, page 110). Students' search of their self strongly depends on the social context of the individual, and adolescents are very sensitive to feedback from others and to comparison with others (Harter, Krause chapter 3, page 106) . A multicultural context can have a positive and enriching impact on the building of the students' identity but it can also be a challenge for Aboriginal students living in a boarding school separated from their families and their culture. This situation is also found in boarding schools in Canada, where students are often separated from their families and communities located in remote areas away from cities' high schools. Activities increasing empathy and perspective-taking skills are necessary to promote prosocial behaviour. It could be approach in a social constructivist manner (Piaget and Vygotsky) through conversations or shared problem solving tasks or activities. The feeling of community and collaboration in classrooms increases through offering more chances for students to talk together.
Developing a positive self-concept is also essential for learning at this stage. Subjects have to be related to their life in order for students to feel valued and engaged. Learning is relevant if it refers to one's culture. Aboriginal students are not valued in a school system based on white middle class value. In order to respect multiculturalism and for indigenous students to achieve development of self-efficacy, the teacher needs to take the role of the culture broker between curriculum and students as it is mostly a curriculum based on western concepts (Aikenhead, 1996). Planning, teaching, and assessing have to be inclusive and culturally appropriate. The link between self-efficacy and student outcomes is powerfully illustrated in a study of indigenous Australian students in which self efficacy beliefs were found to play an important role in school outcomes (Purdie et al, 2000).
Anne's trip to Canada will be an intellectual pursuit as she will be researching the Canadian education model about positive outcomes of inclusion of indigenous culture and values into the curriculum as well as techniques for developing feelings of community and collaboration in a multicultural classroom.
References:
Canada apologizes for killing the 'Indian in the child' (Jun 11, 2008) http://www.monstersandcritics.com/news/americas/news/article_1410655.php
Purdie, N. Tripcony, P. Boulton-Lewis, G Fanshawe, J and Gunstone, A (2000). Positive Self-identity for endogenous students and its relationship to school outcomes. Canberra. Department of Education. Training and Youth Affairs.
Wotherspoon, R (2006). Teachers' work in Canadian aboriginal communities. Comparative Education Review, 50 (4), 672-694.
Thursday, 7 April 2011
How can I engage my students?
Yesterday's lesson was about the periodic table of element, a lesson delivered to year 8 students in their chemistry class. How dry can this be? In the initial lesson on the subject, using lots of tools from her treasure chest, the teacher (my practicum mentor) managed to engage students in the subject and have raise their interest for the lessons to come.
The 2 hours lesson was carefully planned and broken down into 15mn-20mn small activities. She used a backward design and and inquiry based lesson. Starting with an assessment for learning in the form of a quick individual quiz, the following animated discussion demonstrated the initial engagement of the students. A coloring activity was then given to students to identify the different categories from the periodic table and color them in bright colors. Working in group of 5, the next task was to build a time-line using fluorescent paper, pictures and a short documentation about history of the table. The group separation technique (student were allocated a number from 1 to 4 which would become their group number) allowed students from different level to mix, share and complement their knowledge with the intention of developing social learning and community building.
This lesson illustrated beautifully a constructivist approach. During the initial assessment, students raised lots of key questions and subsequent activities were directed to answer some of these questions. Teaching was delivered through collective activities, discussions, hands-on practice, attractive audio-visual material and reading for a maximum learning retention.
It was a good example of a very successful lesson!
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