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Natalia Sinitskaya RondaInstitute for Research on Learning Technologies, York University ABEL Summer InstituteAugust 18-20 2008
A case-study involving 2 classes of Grade 6 students
Advanced gaming environments in developing student literacy Interactive Flash-
based games Advanced
videoconferencing environment
French is the language of instruction
Popularity of gaming (Squire et al., 2005)
Learners increasingly more conversant with digital technologies (Prensky, 2006)
Redefinition of pen-and-paper literacy curricula (Lankshear and Knobel, 2006)
Developing digital metaliteracies (Lotherington, 2004) – skills of ‘reading’ digital environments
Computer gaming has many attributes of effective learning: immersion, context, practice (Gee, 2003)
Motivation and engagement: high resolution media, interaction, scaffolding, play (Mitchell & Savill-Smith, 2004; Squire et al., 2003)
Collaboration: competition, team-playing, group problem-solving (Kiili, 2007; Mitchell & Savill-Smith, 2004)
(1)How does intensive game development impact students’ literacy skills, both traditional and digital?
(2)What individual and social learning strategies do students employ when using the advanced learning environments?
(3)What pedagogies of game environment use have the teachers developed? What constitutes an effective literacy pedagogy of technology?
Phase 1 Game
development using SAVIE gameshells
Topics of students’ choosing
2 classes: 5/6 split (Class A), grade 6 (Class B)
Phase 2 Game play using
advanced videoconferencing environment, ENJEUX
1 class: 5/6 split (Class A)
Web-based game shells Developed by SAVIE French, English, Spanish 6 games: Tic Tac Toe,
Snakes and Ladders, Trivia, Mother Goose, Concentation, Parchesi
http://www.savie.qc.ca/carrefourjeux2/Accueil_content.asp
http://natasha.ronda.ca/trivia.htm
French literacy: Language-rich environment Encouraged content
development in French Mostly factual questions Class A: high quality of
questions; Class B – less grammatically and orthographically correct
Inconsistent use of French in interactions
Digital literacies: Varied levels of comfort
with technology Using a variety of Web
resources (French in Class A, English in Class B)
BabelFish online translator
Proficiencies in digital navigation
Using computers
Interactive gaming
Topic of interest Competitive
gaming
Self-selected vs. assigned partnerships
Collaborating within groups
Assigned roles Collaborating
across groups
Interactive gaming environment
One-on-one or team-against-team
Integrated video- and audio-streaming, live chat, and game play
Video- and audio-components encouraged language use
Different foci of interaction
Lack of inter-team communication
Game type affected the amount of interaction
Learning how to use sophisticated technologies
Taking charge Different
patterns of collaboration
Culminating activity
Technology as a motivator
Competitive playUsing technology
creatively
Web-based environments as effective tools for literacy development
Various digital literacies: navigating sophisticated web environments, taking control Critical literacy is important
Engagement New collaborative strategies Non-linear and flexible pedagogy of
computer use
Educational Game Central: http://www.savie.qc.ca/carrefourjeux2/Accueil_content.asp
ENJEUX-S: http://132.214.37.222/enjeuxgestion/home/connect.aspx
Institute for Research on Learning Technologies: http://www.yorku.ca/irlt/
Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404.
Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, Berkshire: McGraw Hill/Open University Press.
Lotherington, H. (2004). Emergent metaliteracies: What the Xbox has to offer the EQAO. Linguistics and Education, 14(3-4), 305-319.
Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. Retrieved May 4, 2005 from http://www.lsda.org.uk/files/PDF/1529.pdf
Prensky, M. (2006). Don’t bother me mom, I’m learning. St. Paul: Paragon House. Squire, K., Giovanetto, K., Devane, B., & Durga, S. (2005). From users to
designers: Building a self-organizing game-based learning environment. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 34-42.
Squire, K., Jenkins, H., Holland, W., Miller, H., O’Driscoll, A., Tan, K. P., & Todd, K. (2003). Design principles of next-generation digital gaming for education. Educational Technology, 33, 17-23.
