“All fun & games? Understanding learner outcomes through educational games.” http://www.edutopia.org/blog/learner-outcomes-through-educational-games-kristen-dicerbo
“Digital game-based learning”
Summary of the Module
Game-based learning (GBL) offers students a learning environment that is “effective, interactive experiences that motivate and actively engage” them in the learning process (Trybus, 2014). Students provided with an environment where students make choices to reach a goal. Some choices will be successful, while others will have consequences students will need to respond to. According to Moore (1989) for effective learning to happen, there are three essential types of interaction: learner-content interaction, learner-instructor interaction, and learner-learner interaction (p. 1). These three types of learning are all evident in GBL. The levels of interaction varies, but GBL allows students to interact with instructors and peers while still being motivated and engaged in content. Traditional learning for students can be lacking in some of these interactions. GBL provide “learning experiences that are authentic models of real world situations, allowing for strong transfer of understanding to real world situations” (Klopfer, Osterweil, Groff, & Haas, 2009, p.9). Even though the GBL can provide interactive experiences for students and the military and businesses are using it in training employees, there are barriers GBL must overcome in the classroom. Klopfer, Osterweil, Groff, and Haas (2009) discuss four factors teachers are capable of influencing with their actions: The Context (School), The Innovator (Teacher), The Innovation (Project/Tool), and The Operator (Students) (p.14). Teachers need to think about these four things when planning and implementing GBL into their classroom. The best way to avoid problems in using GBL is to “spend a little bit of time with these technologies before hitting the classroom floor, in order to address and potential obstacles” (Klopfer, Osterweil, Groff, and Haas, 2009, p. 15). When thinking about The Operator/student’s learning , there are four key principles to consider. Trybus (2014) mentions that students’ prior knowledge can help or hinder learning, students’ motivation determines, directs, and sustains what they do to learn, to develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned, and goal-directed practice coupled with targeted feedback enhances the quality of students’ learning (p. 3). Each of these is an important principle is addressed in GBL, but not always in traditional teaching environments. The world is changing. Students are changing. When teachers can “harness the power of well-designed games to achieve specific learning goals, and the result is a workforce of highly motivated learners who avidly engage with and practice applying problem-solving skills” (Trybus, 2014, p. 1). Isn’t that what teachers want...to create problem-solvers that will have a successful future ahead of them?
Ideas from Independent Reading
In the article “All Fun & Games? Understanding Learner Outcomes Through Educational Games, DiCerbo (2014) states “advocates of game-based learning for K-12 students cite the value of digital games to teach and reinforce skills that prepare students for college and career, such as collaboration, problem-solving, creativity, and communication.” GBL is growing tremendously among educators. There are lots of articles and reports out there supporting GBL, but not often do they discuss “using students’ in-game actions as evidence for theassessment of skills and knowledge” (DiCerbo, 2014). It is the “invisible” assessments that GBL allow teachers to see the ways students interact with the learning. GBL provides teachers and parents timely feedback so that changes can be made or help can be given to the students. GBL allows teachers to “observe a student’s sequence of actions, time spent on tasks, multiple attempts at activities, requests for help, and communication process” (DiCerbo, 2014). This is all valuable information in knowing what students have learned and if they are mastering the skills. DiCerbo (2014) does remind educators to remember what are education games and what is gamification of education, “defined as the use of game design elements in non-game contexts.” Educational games are a balance between engagement, assessment, and learning. In looking towards the future, DiCerbo (2014) states “much work is still needed to maximize their [games] value, particularly in the area of integration.” GBL still need work in becoming part of the curricula. Teachers still need to determine when and how GBL can integrated into the classroom, which can be quite a burden along with how to take information gained from the game and integrating it into the gradebook. The full potential of GBL has not been discovered by educators, but game developers are working with educators. If educators can can collect meaningful evidence from students’ interaction with games, “we have the potential to create new models of students’ knowledge and skills that expand our ability to both understand and influence student learning” (DiCerbo, 2014).
In “Digital Game-Based Learning,” Coffey (2009) discusses digital GBL as an “instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners.” Students in K-12 have had access to technology their entire lives. These “digital natives” have come to process information differently that generations before them. GBL is one way to teachers can change their teaching to reach the digital natives. Coffey (2009) states digital GBL “involves activities that can range from completing very simple tasks to the development of intricate problem-solving skills. It does not matter what type (action, fighting, role-playing, etc.) of digital GBL the teacher is planning to use in the classroom the teacher still need to select the game based on the students. Students’ age, gender, competitiveness, previous gaming experience, and special needs are just a few things the teacher must consider. It is when the teacher can select an effective digital game that benefits will be seen. Students will be engaged and motivated while learning concepts and becoming problem-solvers. Coffey (2009) mentions that role-playing, simulation and adventure games are recommended to relate to the curriculum, but also help develop vocabulary skills and enhance mental quickness. Even with benefits, digital GBL does have some limitations. Digital games can “be more distracting than a typical learning tool” and “goals of the games do not necessarily always align with the learning goals of the classroom” (Coffey, 2009). Another concern with using digital games is that they are constantly being upgraded can be difficult for teachers to keep with.
Compare and Contrast
GBL is making its way into the educational classroom. The articles I read were very much in support of this learning mode, but did acknowledge the other side. Coffey (2009) and Klopfer, Osterweil, Groff, and Haas (2009) both mention how various applications of GBL are tied to the constructivist theory of education. GBL include learners “construct their understanding not just through interaction with the material, but also through collaboratively constructing new knowledge with their peers” (Klopfer, Osterweil, Groff, & Haas, 2009, p.13). All the articles mentioned how the teachers need to take into account various things about the students like age, gender, and level of gaming experience. The articles also mentioned how GBL could beneficial to students with autism or attention deficit disorder. Klopfer, Osterweil, Groff, and Haas (2009) were the only authors to mention how social networking, and not just digital games and simulations, as a valuable tool for teachers. “‘Knowledge cultures’ assembled in these online communities produce the capacity for cognition and accomplishment far beyond what one person alone could accomplish” (2009, p.12). Social networks been very successful for teacher to communicate assignments and class discussions.
Application in your setting
GBL has been a part of my classroom in the past years. I used several simulations when I taught ancient civilization, but they were not digital. I have used various website games as reviews for ELA and Geography. With my students being “digital natives,” I see myself using more GBL in the classroom. The resources I read will be a big help to me as I look forward into using digital games in the classroom. I would like to look at the using a digital game in my geography classes to help understand different cultures. We used the Peace Corps Challenge: Malaria last year, but I would like to incorporate more into the class. I like the collaboration, feedback, engagement that GBL offers teachers and students.
Coffey, H. (2009) “Digital game-based learning.” Learn NC. Retrieved from
http://www.learnnc.org/lp/pages/4970
DiCerbo, K. (2014). “All fun & games? Understanding learner outcomes through educational games.” Edutopia. Retrieved from http://www.edutopia.org/blog/learner-outcomes-through-educational-games-kristen-dicerbo
Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009) “The instructional power of digital games, social networking, and simulations and how teachers can leverage them.” The Education Arcade. Retrieved from http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Moore, M. (1989). “Editorial: three types of interaction.” The American Journal of Distance Education, 3(2). Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-1494690-dt-content-rid-4929409_2/courses/5352-5356.201520/Week6-reading-moore-interaction-edt6030-v14.pdf
Trybus, J. (2014). Game-based learning: What it is, why it works, and where it's going. New York, NY: New Media Institute. Retrieved from http://www.newmedia.org/about-new-media-institute-(nmi).html
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