Embed Size (px)
DESCRIPTION
Citation preview
Console game-based pedagogy:
A review of Scotland’s Consolarium Initiative
Jennifer GroffPresentation at the Media Learning Conference
London, 2010
Jointly Sponsored Project
Jointly Sponsored Project
PrimaryBalmedie Primary SchoolCathkin Community NurseryCowie Primary SchoolCumbernauld Primary SchoolDalry Primary SchoolElrick Primary SchoolGavinburn Primary SchoolHallside Primary SchoolLairdsland Primary SchoolLonghaugh Primary SchoolMeldrum Primary SchoolMusselburgh Grammar School
SecondaryBo’ness AcademyThe Community School of AuchterarderGrangemouth High SchoolInverurie AcademyPerth High SchoolSt Andrew’s and St Bride’s High SchoolWallace High School
Participating Schools
Participating Schools
console games
The argument for GBLTwo Key Themes:− The desire to harness the motivational power of
games in order to ‘make learning fun’;− A belief that ‘learning through doing’ in games such
as simulations, offers a powerful learning tool.
These findings frame the three key aspects to GBL:• motivation• skill development• immersive learning environments
Kirriemuir & McFarlane, 2004
Games as learning systems
Klopfer, Osterweil & Salen, 2009
Games as authoring systems generating artefactsGames as content systems contentGames as manipulating systems simulationsGames as trigger systems contentGames as gateway systems learning technologyGames as reflective systems illustration Games as point-of-view systems perspectiveGames as code systems programmingGames as documentary systems documentary Games as ideological systems textGames as research systems research Games as assessment systems evaluation
Games as learning systems
Klopfer, Osterweil & Salen, 2009
Games as authoring systems generating artefactsGames as content systems contentGames as manipulating systems simulationsGames as trigger systems contentGames as gateway systems learning technologyGames as reflective systems illustration Games as point-of-view systems perspectiveGames as code systems programmingGames as documentary systems documentary Games as ideological systems textGames as research systems research Games as assessment systems evaluation
Games as content systems Games as manipulating systems Games as trigger systems
Games as reflective systems Games as point-of-view systems
Games as research systems
Methods
Interviews
School Visits / Classroom Observations• 4 schools (case studies)
School Leaders
Teachers Students19 48 150
Example of Console GBL
Guitar Hero with Primary 7
Guitar Hero with Primary 7
Key Findings
GBL approaches...
are an excellent opportunity to engage students in activities which can enhance learning and produce a range of educational benefits
GBL approaches...
need to be well planned and classrooms carefully organised to engage all students in learning and produce appropriate outcomes
GBL approaches...
build on many children’s existing interests, skills and knowledge
and can narrow the gap between children’s home and school cultures
GBL approaches...
can increase communication between parents and teachers and school leaders and enhance parental engagement in children’s learning
GBL approaches...
have the capacity to increase teacher motivation
Teachers often have to overcome a number of barriers and reservations about using game-based learning approaches in classrooms
however, when they do so, they are convinced of the results
Teachers need support, from peers, school leadership and outside resources, in order to use games well for learning and mediate them effectively
Resourcing game-based learning approaches can be difficult but is often more accessible than other technologies
further support would be beneficial
Curriculum for Excellence is seen by the people interviewed for the study as an opportunity to try out new things such as game-based learning complemented by emerging Assessment is for Learning criterion.
Taxonomy
Active learningAuthentic learning contextsClosing the culture gapCollaboration & cooperationCommunicationCritical thinkingDigital literacy skillsEngagement and motivationImproving relationshipsIncreased confidence & self-esteem
Increased teacher motivationInterdisciplinary learningLevelling Literacy & numeracyPlanning, taking responsibility and independent learningPreparation for the futureProblem-solving, trial & errorPupil-teacher rolesResilience
Teacher Perspectives
Benefits relating to teamwork & skills for life: •problem-solving•communication•collaboration•negotiation
which were observed in various ways by teachers
”“Their motivation, you know, they
were totally engaged. They were on task, they were very interested in it.
They spoke about it a lot....They were just highly motivated.
”
“When you see the motivation and engagement for the pupils, I mean that’s your core goal, I
think, as a teacher...if you’ve got that, the learning just comes on
so much more.
”“ And it was the children who
actually organised it themselves...they were dividing their tasks up into you find out
about this and we’ll do that.
”
“ “I saw the [Primary] 2s really using their skills and their language abilities of
persuasion and just the way that they were mature enough to negotiate. On the whole, there was the odd one or two that
didn’t get on but, on the whole the 2s were very good organisers and they
made sure the task actually got done.
Perceived impact on their teaching:
•enjoyment & motivation•classroom management•curriculum organisation•teacher role•teacher skills
Student Perspectives
”“Probably the best topic we’ve ever done.
”
“ It has [impacted how I learn], because you don’t realise it, but you’re kind of learning the same way as you usually do without a Wii game, but it’s just…it feels like you’re having more fun with it. So it has kind of changed, because I know that now it’s pretty much the same, so now I look forward to school a lot more.
Perceived impact on learning:
Perceived impact by students:
•physical activity•increased interactivity•increased challenge & connections•visual•greater collaboration•student-driven
Perceived learning outcomes:
•content
•teamwork & cooperation
•collaboration
•focus & concentration
•creativity & imagination
•coordination, arguing your case, patience, responsibility, organisation, confidence, life skills…and more
failure
”“You learn how to write, it helps you
see the pictures better in your head so you can write about it then.
Perceived impact on writing:
”“ [The project/game-play]
encourages us to work — instead of being bored writing in the jotter, it’s fun playing the game and the better you get it encourages you to play more and want to write.
Perceived impact on writing:
”“You play it less, ‘cos you feel like
you’ve had a go at it, so you do something else…or you play that game, but you don’t really enjoy it ‘cos it’s not the same as at school.
Perceived impact on home game play:
www.futurelab.org.uk
www.futurelab.org.uk /projects/console-games
