Ananth Pai: Evidence of Gaming in the Classroom

Ananth Pai's website providing fantastic evidence of off the shelf gaming in the classroom. These students are evidence of learning motivation as a result of gaming.

Also, an extension of Zicherman's Ted Talks, the Gamificition Blog. It has wonderful articles about the process of gamification. 

Nobel Prize Educational Games

WoW!`
Check out Nobel Prize educational games. Wonderful list of educational games that are top notch.
It also provides a list of educational games.
http://www.nobelprize.org/educational/index.html

Jane McGonigal on Gaming

Beyond Facebook

Xbox 360 Games - E3 2012 - Guitar Hero 5

Gamification Definition

Stage 1 Game Implementation

About 2 weeks ago we began our Atmosphere unit, in which I had my students pick which project that they wanted to work on. They could choose from the following:

• Fairbanks Weather: Short term and long term weather prediction and modeling. Students will create a weather prediction blog and video series to share with Hutch news about the weather in Fairbanks, addressing the air quality issues. 
• Global Climate Propaganda: Can you change the minds of your classmates and school? Is Global Warming happening? Are we seeing climate change occur as a result of global warming? Students will be asked to create a series of posters to convince their class based on data. Students create a professional data/ informational poster to share the facts about Climate Change by examining data for their own area in Fairbanks. This is then displayed in the school.
• Game Design: Students will play the Tipping Point in which they must understand how global climate change will impact the world. While playing the game, they will read the book and create their own storyline and text-based game to model predictions about weather and climate change.

So, last week was our first week working on projects, and the students had great success in their first week. We laid out timelines for project completions, and we discussed briefly expectations and rubrics. I had them start on a rubric, but decided it would be best to provide it for them.

Best yet, I had great success with my gaming group. They were asked to create a storyline for their game, and in their discussions they decided it would be best to play a game first to see the components of a game before they wrote their storyline.

I agreed to honor their request and I loaded Fate of the World. Though only one student could control the computer (I only have 1 seat) the rest of the kids watched on the big screen and were glued for an entire 20 minutes. At which point, I stopped them and sent them back to creating a storyline.

I think this is a good initial indicator of the possibility of game use being effective. To further the concept, I also implemented a mini lesson with a demo and an iPad game called Bouncy Blue. Students investigated the concept of Density and movement of molecules equating it to temperature. We then went outside and lit a splint on fire to smoke, and watched as the smoke dropped down in the cold temperature and then rose in the warm temperature of the door way.

The last piece that I did not get a chance to implement was to have them draw on absolute board to explain the concept of atmosphere warming and cooling and what the atmosphere molecules do. We will do that this week.

As a final note, I have also decided that it would be very beneficial to attempt a type of gamificiation with the remaining components of the unit and implement them on this wikispaces. I would like to create several levels and tasks within each level to complete, which include reviewing videos demos and activities. Upon completion students will take a quiz on google Forms and then I will use this data to physically graph the students leveling up in the process and share it with them on their page. I think I may be able to embed an updating spreadsheet on it's own so it is seemless in terms of entering scores and progress. And finally this will be matched to standards with an attitudinal survey to determine impact of learning and motivation to learn, which is what I am most interested in.

Success?

For 2-3 weeks now I have fretted over the success of my project and my IS class. I wonder, what have I learned, what have I demonstrated as proficiency or success in my learning.
So I tracked back through my blog and took a look at what I did complete so far:
1. Review of literature on game design
2. Research and review of games that can be utilized to teach about Climate, Climate change, Global Warming and atmosphere components of our Earth's System.
3. Review of 3dGameLab as an alternative design to gaming in education
4. Research of a some Physical Education games and possibilities of game design in PE.
5. Some research and review of game design in an educational setting, and successful and effective success of different instructional design models, including Backwards Design, Universal by Design, and Game Design as an instructional model.
6. Research of online free game design tools. 
6. Blog posts of thoughts while researching and reviewing the above.
7. Implementation and set-up of game within a Backwards Design unit for Earth Science.
8. Research and setup of 3dGame Design for final unit of PE: Manual of Me and Calorie Challenge.
9. Initial ideas for setup of Zombie story-line game for PE Participation Points.
10. Can Planet Z project, a simulation, be considered as part of a digital simulation?

In addition, I thought through the learning that I have experienced in reviewing all of these components and the deeper understanding I have of game design in the classroom. Having been torn for several weeks about the need for authentic learning partnered with community activities and projects, I came to the conclusion that there is a need for games and simulations in different components of the curriculum, as some things that are non-tangible (amorphous) concepts are perfect for being taught with games and simulations, such as Climate Change. Furthermore, knowing the importance of authentic application of learning, the use of simulation games to practice these skills initially is fantastic. But real quality learning, such as being partnered with a Climate Researcher to work through or help collect data would be, by far, more beneficial.

In addition not all students are driven or as interested in games and simulations.  I know this seems like a very simplified discovery, but it is really more of a reminder of the need to provide a diversified set of learning opportunities for students to meet the learning objectives set out.

Here is a great example: Today for Earth Science we will be learning about the density of air in different temperatures (which is a perfect day because it is -40 out). We will use smoking wood splints to see what the smoke does in cold temperatures and in warm temperatures. Students will predict why this is happening!  (I hope that they utilize the reading that I had them do last night). Next students will then have a look at Blue Bounce, an iPad game that simulates the movement of air masses. Students will play with this concept, and then we will compile what we learn on our Wikispaces page ,with drawings from absolute board (another ipad app). We could also record with photos and videos what happens with the wood splints and incorporate this as well in our learning.

I think the mix of real-life interactivity with games and simulations can reach a diversity of needs, in the form of individual lessons and learning activities. And the use of game design for tracking and meeting standards could be very powerful and effective, but I was unable to spend the time required to re-adjust and move my typical unit design into the online game design of 3dGamelab, which required the creation of multi-media, the implementation of a point system structure in accordance with the unit layout, and enough pre-planning of activities and projects to allow for diversity of choice. Though I strongly feel all of these components would be very effective in my students reaching base learning of content that could be implemented in their contextual projects, I feel that it would require more time to implement and have happen and not be done in conjunction with initial research. In addition, students choice in projects to meet atmospheric concepts for our third and last unit of the year, demonstrated the need for individualization and diversity in learning through choice. And though 3dGame Design would provide choice in path for learning, it would not appeal to all students to be driven by reaching the learning by receiving awards/ rewards as much as participating in real labs and group projects to implement learning concepts. Do I want to provide feedback in the form of completion of tasks or feedback in the form of real-world implementation of learning?

So what one thought could sum up all of what I have learned so far: Just because I do not have a great deal of physical evidence of learning, does not mean that I have not learned a great deal.

Implementation

Over the past 2 weeks I have begun the last unit for the semester, which incorporates the implementation of a gaming component. Students will be studying atmosphere and will investigate the game Fate of the World, the Tipping Point. After some time getting the game loaded and installed, I attempted to figure out every possible angle of making it available for other students to play.  Attempting to run it through the district to get it loaded with a site license on the computers in the computer lab could take over a month, which will result in no game at all.
So an alternative solution, is for me to purchase a single license on my own, load it on my computer and allow the team to run 15-20 minute sessions every day in pairs of two. In addition I will provide them access to a secondary game as needed.
I am terribly worried, however, as the other software required for running the Game Creation is Game Salad, which also requires an install.
Next year implementation will be easy, but right now, it really only allows me to implement gaming from online components.

The Pieces in the Puzzle

Some rights reserved by art makes me smile

As I near putting together my Lit Review and 1 unit to implement before the end of the semester, I consider much of the following:
1. How do I demonstrate all of what I learned, through research and trial and error in my classroom? Will a lit review, blog and sample unit cover this?
2. How will I implement what I have learned in my future classes and profession?

At this point, I really feel like I have been a curator of knowledge. Several things have culminated in the last several weeks to come to this conclusion, but it leaves me with more research questions. So.. how to document all of this? Well that is another research question in and of itself. I would prefer to document as a curator, but my experiences must also be accounted for in this learning process. A curator of my own blog?

Some rights reserved by jhritz

Well that leads me to the next question, what are the pieces of the puzzle to reach the learning goal, and then I can figure out how to display and demonstrate my learning:

The pieces of the Puzzle:

1.  “Focusing on specific digital tools instead of on the instructional skills they're designed to support often leads to poor technology integration.” (Feritter, 2011 p. 84)

2. "Undoubtedly, many appreciate this new resource—it’s yet another tool they have available to them—but I suspect the overwhelming majority of them will tell you this does not solve the most important issues they face in trying to reach students. Even better, ask any group of students. They will tell you. They show up at school and attend the standard fare of required classes. The curriculum in these classes is typically irrelevant to their lives, except for the need to earn grades good enough to placate their parents and impress college admissions officers. When the academic content assigned has no meaning to them, and their engagement with it is solely to attain extrinsic rewards, of course they’re not going to retain it" (Miranda, 2011)

3. “Educators and scientists repeatedly return to the conclusion that one advantage of educational games is that games tend to generate a much higher level of students’ positive emotional engagement, thus making the learning experience more motivating and appealing (Rieber et al., 1998), improv- ing participation and achievement (Jayakanthan, 2002). Games can motivate passive students to contribute more than they would in a traditional learning environment (Tanner & Jones, 2000). Video games motivate learning by challenging and providing curiosity, beauty, fantasy, fun, and social recognition. They reach learners who do not do well in conventional settings (Dede, 2004)” (Anetta 2008, p.233).

4. “Because of their rich storylines, video games easily lend themselves to established instructional practices such as problem-based learning” (Anetta, 2008 p. 234).

5. Having just completed Planet Z, I have found that my students were very engaged in the simulation and storyline of attempting to help another planet solve their environmental problems, designed using the Wiggins and Mctighe's Backwards Design Model. They were asked to analyze data and evaluate if there was a problem, and if so what was causing it, which was presented as a poster and model to Mr Z. from Plane Z.  I also feel that we have drawn out many of the misconceptions that have occurred with typical science and have spent more time acting as scientists then "classroom students." I feel that it was a very successful project, and my students learned a great deal more about Earth Systems and Global Warming then had I just had them read about it and watch a video.

6. Creating a safe and positive classroom where autonomous learning can bloom. (I have one student that utilizes her textbook as reference material, when ever she does not know something. I have another student who has amazing art skills and can explain her understanding of concepts through art.)"Many teachers fear that giving students more choice will lead to their losing control over classroom management. Research tells us that in fact the opposite happens. When students understand their role as agent (the one in charge) over their feeling, thinking, and learning behaviors, they are more likely to take responsibility for their learning. To be autonomous learners, however, students need to have some choice and control. And teachers need to learn how to help students develop the ability to make appropriate choices and take control over their own learning." (McCombs 2011)

So how do these pieces fit together, and what is the picture for the puzzle at the end? I know the simulation was very engaging, though challenging for the students. A great deal of deeper learning occurred, so how can I utilize the concept of game design into this process? Should I?

I definitely have come to the conclusion that any type of instruction can no longer be piece-meal. It must have the components of connecting to students lives and interests, in other words being meaningful. It also must be able to support an engaging storyline to move students through the simulation with results similar to real-world results. Finally, it must incorporate components in which students see their learning success and value their learning. The learning targets must be openly discussed and analyzed. This means utilizing technology for supportive tutorial learning, when initial concepts are not reached by all of the students, but are in need of being applied into the project. Thus the flipped classroom concept becomes beneficial for anytime, anywhere learning.

Students need to know that they have control of their learning and can be inspired to be open and ask questions for curiosity sake. To not be discouraged due to misconceptions or inability to present their ideas in the classroom. The classroom dynamics to make all of this happen are difficult, and a supportive positive classroom of team work and happiness must exist.

Ferriter, W.M. (2011). Good Teaching Trumps Good Tools. Educational Leadership V. 68 no.5, p.84-5

Miranda, S. (2011, November 6). Re-educate Seattle: Khan Academy does not constitute an education revolution, but I’ll tell you what does; Retrieved from http://stevemiranda.wordpress.com/2011/11/06/khan-academy-does-not-constitute-an-education-revolution-but-ill-tell-you-what-does/

 

 Anetta, L. A. (2008). Video games in education: why they should be used and how they are being used. Theory Into Practice,, 47, 229-249. DOI: 10.1080/00405840802153940

McCombs, B. (2011) American Psychological Association: Developing Responsible and Autonomous Learners: A Key to Motivating Students. Teacher’s Modules. Retrieved from: http://www.apa.org/education/k12/learners.aspx