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The Impact of Competitive The Impact of Competitive Collaborative Game Play on Collaborative Game Play on Achievement and Attitude in Achievement and Attitude in Advanced Placement PhysicsAdvanced Placement Physics
Scott HollowayScott Holloway
California State University, California State University, NorthridgeNorthridge
ContextContext
Physics is a serious course with difficult Physics is a serious course with difficult and abstract conceptsand abstract concepts
Few students continue on into careers in Few students continue on into careers in physics or engineeringphysics or engineering
High schools new methods to create High schools new methods to create affinity in physics and related careersaffinity in physics and related careers
ImportanceImportance
Low achievement scores on the TIMSS and Low achievement scores on the TIMSS and PISA studiesPISA studies
Increased STEM funding has not been Increased STEM funding has not been entirely effectiveentirely effective
Increased opportunity for science careers Increased opportunity for science careers due to advancing technologydue to advancing technology
US economy will suffer if STEM jobs US economy will suffer if STEM jobs continue to move overseascontinue to move overseas
QuestionsQuestions
Does playing competitive, collaborative, Does playing competitive, collaborative, problem-solving games improve problem-solving games improve achievement for AP physics students?achievement for AP physics students?
Does playing competitive, collaborative, Does playing competitive, collaborative, problem-solving games improve problem-solving games improve attitudes toward physics in AP physics attitudes toward physics in AP physics students?students?
Literature ReviewLiterature Review
CollaborationCollaboration
CompetitionCompetition
Game playGame play
CollaborationCollaboration Increased on task behavior (Harris et al., Increased on task behavior (Harris et al.,
2008).2008).
Improved problem solving and reduced Improved problem solving and reduced anxiety (Harskamp and Ding, 2006).anxiety (Harskamp and Ding, 2006).
Group heterogeneity not as important as a Group heterogeneity not as important as a high quality task (Cheng, Lam, & Chan, high quality task (Cheng, Lam, & Chan, 2008). 2008).
Improved social gains and subject affinity Improved social gains and subject affinity (Willis, 2007).(Willis, 2007).
CompetitionCompetition Creates rivalry and anxiety for many Creates rivalry and anxiety for many
students (McMahon, Wernsman & Rose, students (McMahon, Wernsman & Rose, 2009).2009).
Competition is normal and should be Competition is normal and should be included in education (Ediger, 1996).included in education (Ediger, 1996).
Student activity in formal competition Student activity in formal competition increases similar post-secondary study increases similar post-secondary study (Bishop & Walters, 2007).(Bishop & Walters, 2007).
AP classes are naturally highly competitive AP classes are naturally highly competitive (Deemer, 2004). (Deemer, 2004).
Game PlayGame Play
Makes complex theoretical knowledge more Makes complex theoretical knowledge more approachable (Kiili, 2007).approachable (Kiili, 2007).
Students report mixed results with math games Students report mixed results with math games (Bragg, 2007).(Bragg, 2007).
Engagement and motivation are benefits of the Engagement and motivation are benefits of the use of games but they are not enough for use of games but they are not enough for educational purposeseducational purposes (Gros, 2007).(Gros, 2007).
MethodMethod
Who – 79 AP C studentsWho – 79 AP C students Where – Westlake High SchoolWhere – Westlake High School When – Fall 2009, 12 weeksWhen – Fall 2009, 12 weeks What - PhysTecWhat - PhysTec How – How –
– Achievement – test/quiz scoreAchievement – test/quiz score– Attitude – Surveys, Questionnaires and Attitude – Surveys, Questionnaires and
interviewsinterviews
PhysTecPhysTec
Students were broken into groups of 4-5.Students were broken into groups of 4-5.
Teams attempted to be the quickest to Teams attempted to be the quickest to correctly complete problem solving correctly complete problem solving activities and other AP style problemsactivities and other AP style problems
Points were awarded for correct answers Points were awarded for correct answers and deducted for incorrect or missing and deducted for incorrect or missing answers.answers.
PhysTecPhysTec
Physics Team Challenge (PhysTec) Physics Team Challenge (PhysTec) designed to:designed to:
– Engage all students in the groupEngage all students in the group– Make students work quickly (under stress)Make students work quickly (under stress)– Rotate student roles within the groupRotate student roles within the group
PhysTecPhysTec
Example problem:Example problem:
Find the acceleration Find the acceleration for a 6 kg block on a 20 for a 6 kg block on a 20 degree frictionless degree frictionless ramp if the 6 kg block ramp if the 6 kg block is attached to a is attached to a suspended 1.5 kg block suspended 1.5 kg block over a massless, over a massless, frictionless pulleyfrictionless pulley
PhysTec Key ElementsPhysTec Key Elements
Game designed so:Game designed so:
– all teams can score points and “win”all teams can score points and “win”
– Higher scores earn more extra creditHigher scores earn more extra credit
– Extra credit is minimalExtra credit is minimal 0.5% of overall semester grade.0.5% of overall semester grade.
– No penalty for poor performanceNo penalty for poor performance
Data CollectionData Collection
Achievement was measured using pre- Achievement was measured using pre- and post- quizzes, and chapter test scores.and post- quizzes, and chapter test scores.
Attitude was measured using pre- and Attitude was measured using pre- and post- surveys, questionnaires and student post- surveys, questionnaires and student interviews.interviews.
ResultsResults
Achievement results were mixed.Achievement results were mixed.– Test data was inconclusiveTest data was inconclusive– Quiz data showed an increase in Quiz data showed an increase in
achievementachievement
Data on attitude Data on attitude – suggests the PhysTec game improves suggests the PhysTec game improves
and reinforces positive attitudes in and reinforces positive attitudes in physicsphysics
AchievementAchievement
Test Scores
0
10
20
30
40
50
60
70
80
90
100
Chapter 2 Chapter 3 Chapter 4 Chapter 5.1 Chapter 5.2
Tests
Av
era
ge
Pe
rce
nt
Period 4
Period 5 PhysTec Introduced for Period 4
PhysTec Introduced for Period 5
AchievementAchievement
Pre and Post Quiz Results
78
80
82
84
86
88
90
92
94
Quiz ch4 part I pre-game Quiz ch4 part II - post game
Sc
ore
(P
erc
en
t)
Period 4
Period 5
Impact of PhysTec games on physics attitudes
0
5
10
15
20
25
30
35
40
45
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Likert scale responses (1-5)
Nu
mb
er
of
stu
de
nt
res
po
ns
es
(n
=6
8)
creates more fun
creates more interestand engagement
creates betterperformance
Impact on AttitudeImpact on Attitude
Attitude Toward GamesAttitude Toward Games
Student attitude toward academic games
0
5
10
15
20
25
30
35
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Likert scale responses (1-5)
Nu
mb
er
of
stu
de
nt
res
po
ns
es
(n
=7
4)
Enjoy academicgames
academic gamesenrich myeducation
enjoy academicgames in science
Impact on AttitudeImpact on Attitude
Impact of PhysTec on negative attitudes toward physics
0
5
10
15
20
25
30
35
40
45
StronglyDisagree
Disagree Neutral Agree StronglyAgree
Likert scale responses (1-5)
Nu
mb
er o
f st
ud
ent
resp
on
ses
(n=
68)
games are dullanduninteresting
games causeanxiety
games makeme less likely toparticipate
Impact on AttitudeImpact on Attitude
Percentage of students who enjoy playing PhysTec (n=69)
No8% Neutral
16%
Yes76%
Impact on AttitudeImpact on Attitude
Did playing games change your attitude toward physics?
Yes, 32%
Unclear, 12%
No, 55%
Reasons PhysTec Changed Reasons PhysTec Changed AttitudesAttitudes
““It has helped me visualize the problems It has helped me visualize the problems better.”better.”
““It made me a little more excited about It made me a little more excited about physics, because I was directly applying it.”physics, because I was directly applying it.”
““It was more fun and interesting to talk about It was more fun and interesting to talk about ways to solve different problems with your ways to solve different problems with your fellow classmates.”fellow classmates.”
““It added a new dimension to my viewpoint of It added a new dimension to my viewpoint of physics. I am more excited in the learning physics. I am more excited in the learning realm of Physics C.”realm of Physics C.”
DiscussionDiscussion
OverviewOverview
LimitationsLimitations
ImplicationsImplications
Future Study PossibilitiesFuture Study Possibilities
DiscussionDiscussion
Even though their was little extrinsic Even though their was little extrinsic motivation (minimal extra credit) motivation (minimal extra credit) most students engaged in the game most students engaged in the game and enjoyed the learning experience.and enjoyed the learning experience.
Some experienced anxiety that Some experienced anxiety that comes from competition, but that comes from competition, but that was not a limiting factor for most.was not a limiting factor for most.
DiscussionDiscussion
Academic achievement results may Academic achievement results may have been affected by inappropriate have been affected by inappropriate test designtest design
Recommendations for future studyRecommendations for future study– Use pre and post tests instead of Use pre and post tests instead of
chapter testschapter tests– Compare treatment class to control Compare treatment class to control
groupgroup
LimitationsLimitations
Students are AP students, most Students are AP students, most taking more than two AP classes, taking more than two AP classes, therefore experienced with therefore experienced with competitioncompetition
Small study groupSmall study group
Only used physics classesOnly used physics classes
ImplicationsImplications PhysTec adds a dimension of challenge PhysTec adds a dimension of challenge
and fun that promotes positive attitudes in and fun that promotes positive attitudes in physics and may increase the number of physics and may increase the number of students who go on to physics related students who go on to physics related careers.careers.
Due to the positive student response, I will Due to the positive student response, I will be expanding the use of the game to be expanding the use of the game to encompass the entire year. encompass the entire year.
Other subjects could design similar games Other subjects could design similar games and expect the same resultsand expect the same results
Future StudyFuture Study
Can PhysTec be redesigned to Can PhysTec be redesigned to reduce anxiety?reduce anxiety?
Does PhysTec increase the number Does PhysTec increase the number of students pursuing STEM majors in of students pursuing STEM majors in college?college?
Can PhysTec be modified for use in Can PhysTec be modified for use in other AP classes?other AP classes?
Final ThoughtFinal Thought One student summed up an opinion about One student summed up an opinion about
PhysTec this way:PhysTec this way:
– ““Competitive group-work is what makes physics class Competitive group-work is what makes physics class stand out from my other 6 periods. Other classes have stand out from my other 6 periods. Other classes have group work but generally no timed competition. When group work but generally no timed competition. When you add the clock, teamwork’s importance is elevated to you add the clock, teamwork’s importance is elevated to a new level. You see people specializing as calculator a new level. You see people specializing as calculator workers, explainers, double-checkers, the hapless workers, explainers, double-checkers, the hapless writers, and (sometimes) the One that misleads the writers, and (sometimes) the One that misleads the whole group. When the whiteboard moves around, the whole group. When the whiteboard moves around, the dynamic constantly changes. When your friends are dynamic constantly changes. When your friends are counting on you, that’s a powerful motivation to study. counting on you, that’s a powerful motivation to study. Physics is not a math class; it’s a puzzle class.” Physics is not a math class; it’s a puzzle class.”
A Special Thanks to…A Special Thanks to… My family – Vicki, Caden and Jenna, thanks for My family – Vicki, Caden and Jenna, thanks for
all your patience and supportall your patience and support
My colleagues in the cohort – for all your My colleagues in the cohort – for all your guidance and inspirationguidance and inspiration
My professors – Prof. Rivas, Prof. Herr, Prof. My professors – Prof. Rivas, Prof. Herr, Prof. Foley, and Prof. Cheng, thanks making me a Foley, and Prof. Cheng, thanks making me a better educatorbetter educator
My students – for providing me a reason for My students – for providing me a reason for loving my jobloving my job
