Prepared by: Colegio De Santa Rosa De Lima English Secondary Roy Ho Mindy Ho Dicky Chong

Part 1 – Learning, Assessment, and Game (Video/PC Games)Theory

Part 2 – Extracting Suitable Mechanism from Game for Education Purpose.

Part 3- Application of Progression Profiling

Part 4-Extensions of Its Use

Part 1 – Learning, Assessment, and Games

(Video/PC Games) Theory

Definition of Learning 1. knowledge acquired by systematic study in

any field of scholarly application. 2. the act or process of acquiring knowledge or

skill. 3. Psychology. The modification of behavior

through practice, training or experience. Source from www.dictionary.com

Definition of Assessment 1. Assessment involves the use of empirical data on

student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004)

2. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Assessment Essentials: planning, implementing, and improving assessment in higher education by Palomba and Banta 1999)

In summary, assessment is used as a tool to improve learning quality.

Definition of Games An amusement or pastime. Source from www.dictionary.com

This definition does not tell us much about games and therefore not a complete definition for games!!!

To have a more informative definition, we need to explore some of the characteristics of games

1. A very clear linear progression for user to advance their skills

For example, League of Legends, a 5 players versus 5 players game ranked individual players to create a progression profile for them.

Also Known as LOL英雄聯盟

Linear Progression

D1 D2 D3 D4 D5

Once you accumulate 100 “League Points”, you have to win 3 out of a best-of-five Promotion Series.

2. Built-in assessment and interesting enough assessment of learning in nature.

User Name

Gold

Division II

What is the progression of this player judging from his/her assessment result?

The questions is: where is this player going from here?

The progression chart provides the player with mid to long term learning objective while the match history offers the player a glimpse into what they do right or wrong in the past couple games and thus short term learning objectives.

3. Game content mostly has no real life application and you have to spend a significant amount of time to learn it

Games Content

League of Legends Battle between Noxus and Demacia.

Mario Brothers

Rescue Princess Toadstool

World of Warcraft Resolve the conflicts between Orcs and Humans, and etc.

Although the game content can hardly be related to real life and playing the game awards no physical reward and costs money, we play more than 3 billion hours a week of video games according to Jane McGonigal.

Jane McGonigal is an American game designer and author who advocates the use of mobile and digital technology to channel positive attitudes and collaboration in a real world context. For more Info, you can watch Jane McGonigal: Gaming can make a better world | Video on TED.com

In Conclusion

A More Complete Definition of Game

A Game (Video/PC game) is a linear progression fabricated and no real life usage content based learning system that can get users to spend a lot of voluntary time to learn and to improve their skill.

Game is an amazing learning system and game developers have been making huge profits off it. Now only if we can combine education and game together, we would probably achieve a great result. But how?

A Game (Video/PC game) is a linear progression useful academic content based learning system that can get users to spend a lot of voluntary time to learn and to improve their skill.

Part 2 – Extracting Suitable Mechanism from Game for Education purposes.

What we learn from LAG? Game is a good system for learning. What we need to do to combine education with

learning? Replace the game content with useful academic content. But translate every single good game characteristic into

education is too large a scope for 30 minutes. So Let us pick a key and suitable mechanism from game and use it for education purposes.

A key feature from game is that it provides a linear progression and past-game profile assessment system for the player to learn and improve their skills.

Today we will talk about implementing the progression and

profiling features from game to education, and we will call this feature “Progression Profiling”.

To implement Progression Profiling in everyday school, the profiling method must be i) simple and ii) reusable.

Here are the rules to ensure the above two objectives

are met: 1) Independent of measurement model 2) Assume the ability in the academic subject is linear similar to Rasch Model. 3) The subject content are divided into appropriate

categories, grouped in terms of topics and ranked on Item Analysis Axis(IAA) from easiest to hardest.

Topic 1: Multiples

Topic 2: Factors

Topic 3: HCF and LCM

Topic 4: …

Topic 5: …

An Example of Item Analysis Axis

Item Analysis

Axis (IAA)

4) Create Progression Zone by grouping related topics. 5) Apply the Progression Profiling Procedure(PPP).

Before we talk about the PPP, we need to learn about the function of two tests: General Assessment Test(GAT) and Progression Zone Test(PZT).

GAT, made from items across zones, is used to find which zone the students belong to. ***If the test is made up from zone1 and zone2, then it can measure students up to zone2.

Progression Zone Test(PZT), made from items from one zone only,is used to find within that zone, what topic items the students need to study to advance

To find progression for a student, we can apply a GAT to find his/her zone, then apply PZT to find within that zone how good he/she is.

i) After GAT, spiderman is diagnosed to be in Zone2.

ii) After PZT, spiderman is diagnozed to be weak in Zone 2

Progression Profiling

Part III Application of Progression Profiling

Progression Profiling Procedures

IAA (Item Analysis Axis) similar to Rasch Model

Assume this Axis is linear Only doing Number and Arithmetic

Group A (Control Group) self-directed learning

exercise on the zone

Group B (Experiment Group) Define in individualized division

List of study objective based on PZT and GAT results.

Self-directed learning but with clear ideas of his/her own progression and study objectives.

Group A (Control Group)

Low score student : no direction on what to study

High score student: study the past exercise

Group B (Experiment Group)

Low score student : asked question related to their study objective

High score student : study the learning objective

Group A (Control Group)

Low score student : result is similar to the previous test after the self-directed learning

High score student : result is improved

Group B (Experiment Group)

Low score student : rapid improvement is shown

High score student : no significant changes

Part IV Extensions of Its Use

(1) Making the multi-dimensional ability profile

(2) Combine with ICT to create a E-portfolio system.

Topic 1: Multiples

Topic 2: Factors

Topic 3: HCF and LCM

Topic 4: …

Topic 5: …

Numbers and Arithmetic for Primary 2

Item Analysis

Axis (IAA)

(1) Making the multi-dimensional ability profile

Number And Arithmetic

Measurement

Algebra Shapes and Space

Data Handling

Z5

Z4

Z3

Z2

Z1

Primary 6 Mathematics Example (Categorized According to TSA)

IAA

IAA

IAA

By combined with the ICT (Information and Communication Technology)

We can create the personal E-portfolio for the students

establish real-time monitoring system

(2) Combine with ICT to create a E-portfolio system.