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Game-Based Learning: a research driven trend in education

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writes about “Five Research-Driven Education Trends At Work in Classrooms” one of the five is game-based learning;

Games have long been used to engage students. But as game-based learning becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.

Universities like Harvard, MIT and the University of Wisconsin’s Game and Learning Society are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like James Paul Gee and University of Wisconsin professor Kurt Squire show are using their own studies to show that games help students learn.

Once the terrain of experimental classrooms, digital games are now becoming more common in classrooms. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily. Educators are using commercial games like Minecraft, World of Warcraft and SimCity for education. The Institute of Play continues to study game-based learning and helps support two Quest to Learn schools, which are based around the idea of games and learning.”

To read the full article click here;

http://blogs.kqed.org/mindshift/2013/10/five-research-driven-education-trends-at-work-in-classrooms/

New Study Finds Clues on How to Keep Kids Engaged with Educational Games

“If you want teams of students to stay engaged while playing educational games, you might want them to switch seats pretty often. That’s one finding from a pilot study that evaluated how well middle school students were able to pay attention to game-based learning tasks.

Screenshot of the Engage game. Image credit: Kristy Boyer (Click to enlarge)

Screenshot of the Engage game. Image credit: Kristy Boyer (Click to enlarge)

Students at a Raleigh, N.C., middle school were divided into two-person teams for the pilot study. Researchers from North Carolina State University then had each team test gaming concepts for an educational game called “Engage,” which allows only one student at a time to control gameplay. The researchers were trying to determine how effective educational gaming tasks were at teaching computer science concepts, but were also monitoring how engaged each student was.

The researchers found that, for each team, the student actively performing the game tasks was much more likely to stay engaged – but that the second student would often lose focus.

“This is a very useful finding, because we can use it to improve game design to better keep the attention of the ‘navigator,’ or second student,” says Dr. Kristy Boyer, an assistant professor of computer science at NC State and co-author of a paper on the work. “For example, we could assign tasks to the navigator that are critical to team success and make sure that each student has an opportunity to take the controls during each gameplay session.”

The pilot study is part of a larger effort by the researchers to develop a game-based curriculum that teaches middle school students about computer science principles ranging from programming and big data to encryption and security.

“We are doing this work to help ensure that Engage is a fun, effective learning environment, and to ensure that we can keep kids focused on the game itself,” says Fernando Rodríguez, a Ph.D. student at NC State who is lead author of the paper. “Keeping kids’ attention is essential if we want them to learn.”

The paper, “Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue,” will be presented July 13 at the International Conference on Artificial  Intelligence in Education in Memphis, Tenn. The paper was co-authored by Natalie Kerby, an undergraduate at NC State. The research was supported by the National Science Foundation. The Engage development team also includes Dr. James Lester, professor of computer science at NC State; Dr. Eric Wiebe, a professor of science, technology, engineering and math education at NC State; and Dr. Bradford Mott, a research scientist at NC State.”

Story Source:

The above story is reprinted from materials provided by North Carolina State University.

Matt Shipman News Services | 919.515.6386

| Dr. Kristy Boyer | 919.513.0876

Fernando Rodríguez | 787.447.4976

The study abstract –

“Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative Dialogue”

Authors: Fernando J. Rodríguez, Natalie D. Kerby and Kristy Elizabeth Boyer, North Carolina State University

Presented: July 13, International Conference on Artificial Intelligence in Education, Memphis, Tenn.

Abstract: Game-based learning environments hold great promise for supporting computer science learning. The ENGAGE project is building a game-based learning environment for middle school computational thinking and computer science principles, situated within mathematics and science curricula. This paper reports on a pilot study of the ENGAGE curriculum and gameplay elements, in which pairs of middle school students collaborated to solve game-based computer science problems. Their collaborative behaviors and dialogue were recorded with video cameras. The analysis reported here focuses on nonverbal indicators of disengagement during the collaborative problem solving, and explores the dialogue moves used by a more engaged learner to repair a partner’s disengagement. Finally, we discuss the implications of these findings for designing a game-based learning environment that supports collaboration for computer science.