Game-based Learning: There and Back Again€¦ · Games & Game-based Learning (GBL) Games: Genres,...

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Game-based Learning: There and Back Again The Cognitive and Sociocultural Perspectives Mark Petrovich Jr. EDUC840

Transcript of Game-based Learning: There and Back Again€¦ · Games & Game-based Learning (GBL) Games: Genres,...

Page 1: Game-based Learning: There and Back Again€¦ · Games & Game-based Learning (GBL) Games: Genres, platforms, and entertainment value “Rules, goals, outcomes, and fun” (Klopfer,

Game-based Learning:There and Back Again

The Cognitive and Sociocultural Perspectives

Mark Petrovich Jr.

EDUC840

Page 2: Game-based Learning: There and Back Again€¦ · Games & Game-based Learning (GBL) Games: Genres, platforms, and entertainment value “Rules, goals, outcomes, and fun” (Klopfer,

Games & Game-based Learning (GBL)● Games: Genres, platforms, and entertainment value

○ “Rules, goals, outcomes, and fun” (Klopfer, 2008)

● GBL: Defined learning outcomes (Shaffer, Halverson, Squire, & Gee, 2005)

○ Balancing subject matter with game play elements/design (Plass, Perlin, & Nordlinger, 2010)

● Digital vs. Physical

● GBL vs. Gamification○ Intrinsic v. Extrinsic

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Games & Learning Outcomes● Pro & Anti-gamers

● Basic principles of human learning

(Gee, 2003)

● Foundational skills

(Kirriemuir and Mcfarlane, 2004):

○ Strategic thinking/planning

○ Communication

○ Application of numbers

○ Negotiating skills

○ Group decision-making

○ Data-handling

● Improve learning (Dede, 2009):

○ Identity exploration

○ Motivation

○ Situated Learning

○ Transfer

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Learning Contexts NonformalFormal Informal

(Sefton-Green, 2006)

● Incidental/random

● Not structured

● Everyday activites

● Intentional

● Structured

● Outside school/institutions

● Explicit objectives

● Structured

● Classroom-based

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Starting - Individual & Social Learning Perspectives

Constructivist

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Behaviorist Cognitivist Situative

Learning

the process in which associations and individual skills are developed

understood to be a constructive process of conceptual growth which involves the reorganization of concepts understood by the learner and growth in cognitive abilities such as problem-solving strategies and metacognitive processes

occurs when a group or individual becomes attuned to both the constraints and affordances of social systems with which they interact

Knowingan organized accumulation of associations and components of skill

emphasizes the understanding of specific concept and theories across various domains such as reasoning, planning, solving problems, and comprehending language

an attribute of groups which participate in cooperative activities and of individuals who participate in larger communities of which they are a member

Transferoccurs explicitly when behaviors learned in one context are then utilized in a separate situation

a function of how information is stored in memory

viewed as the potential for knowledge to go between new practices within a community, or it could be viewed as going between communities or to outside contexts

Motivation

a state of the learner that favors the development of new connections and skills, primarily with incentives for attending to personally relevant aspects of a situation with appropriate responses

emphasis on intrinsic motivation; learning must foster intrinsic interests of learners in terms of ideas and concepts.

as the engagement of individuals within the goals of a community, which includes interpersonal commitments and how individual identities’ are shaped by their participation in the group context

(Greeno, Collins, & Resnick, 1996).

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Starting

How do you conduct STEM research based on these theories?

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Page 9: Game-based Learning: There and Back Again€¦ · Games & Game-based Learning (GBL) Games: Genres, platforms, and entertainment value “Rules, goals, outcomes, and fun” (Klopfer,

How do I design games for learning? How is it different than game design for entertainment?

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Start - Current Knowledge on Conducting Research● Behaviorist theories (Loftus and Loftus, 1983)

○ Rewards and successes

○ Intermittent reinforcement schedule

● Cognitive theories

○ Difficulty of game [flow] (Csikszentmihalyi, 1990)

○ Active participation; Novel solutions

○ Intrinsic motivation

● Socio-cultural theories

○ Vital role of play

○ Social activity

○ Within player’s zone of proximal development (ZPD) (Vygotsky, 1978)

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“Most emphatically, we agree that the development of educational interventions should be informed by the growing bodies of research in cognitive and social science.

This research is increasing our understanding of processes of learning, conceptual development, problem solving, reasoning, communication, and social participation

(Anderson et al., 2000, p. 13).”

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Now - Intersection of Cognitive/Socio-Cultural● Knowledge is constructed on qualitatively different, progressively better levels

within an individual as a result of interaction with the world (Packer and Goicoechea, 2000)

● “Learning is therefore regarded as a social activity that involves individuals

making sense of their experiences as they increase the range and level of

participation in the norms and practices of a community” (Lave, 1991, p. 81).

● Conflict between perspectives (Cobb, 1994)

○ Tensions arise from the act of teaching

● Socio-cultural perspective - “A synthesis” (Packer & Goicoechea, 2000)

● Language - cultural tool and psychological tool

○ Intermental & Intramental reciprocal relationship

“To learn to use tools as practitioners use them, a student, like an apprentice, must

enter that community and its culture. Thus, in a significant way, learning is, we believe,

a process of enculturation (Brown, Collins, & Duguid, 1989, p. 33).”

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Now - Intersection of Cognitive/Socio-Cultural

● Classroom & Informal Learning

○ Cognitive

■ Critical thinking

■ Innovation

○ Intrapersonal

■ Metacognition

■ Self-evaluation

○ Interpersonal

■ Communication

■ Collaboration

(National Research Council, 2012)

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Now - Conducting STEM Research Through GBL● GBL and construction of mental models

○ How to design learning mechanics

○ Situatedness - meaningful & relevant

○ Transfer

○ Scaffolding - tutorials

○ Dynamic Assessment

● GBL as socially constructed and motivated

○ Opportunities for social engagement

○ Social interaction to enhance learning

○ Create meaningful, socially-supported contexts

(Plass, Homer, & Kinzer, 2015)

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Good video games incorporate good learning

principles, principles supported by current research

in Cognitive Science (Gee, 2003).

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Key Takeaways● Cognitive / Socio-cultural Divide

● Identity exploration as:

○ Design principle

○ Assessment method

“To learn to use tools as practitioners use them, a student, like an apprentice, must

enter that community and its culture. Thus, in a significant way, learning is, we believe,

a process of enculturation (Brown, Collins, & Duguid, 1989, p. 33).”

● Identity exploration to mirror real-world outcomes

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ReferencesBrown, J. S., Collins, A. & Duguid, P. (Jan/Feb 1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational researcher, 23(7), 13-20.

Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(5910), 66-69. http://dx.doi.org/10.1126/science.1167311

Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In Handbook of educational psychology. (pp. 15-46). London, England: Prentice Hall International.

Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning (no. 8).Bristol, Canada: Nesta Futurelab.

Klopfer, E. (2008). Augmented Learning: Research and Design of Mobile Educational Games. Cambridge, Mass.: MIT Press.

Lave, J. (1991). Situated learning in communities of practice. In L. B. Resnik, J. M. Levine, S. D. Teasley, (Eds.), Perspectives on Socially Shared Cognition (pp. 63-82). Washington, DC : American

Psychological Association.

Mercer, N. (2013). The social brain, language, and goal-directed collective thinking: A social conception of cognition and its implications for understanding how we think, teach, and learn.

Educational Psychologist, 48(3), 148-168.

National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st

Century Skills, J.W. Pellegrino and M.L. Hilton, Editors. Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education.

Washington, DC: The National Academies Press.

Packer, M.J. & Goicoechea, J. (2000). Sociocultural and Constructivist Theories of Learning: ontology, not just epistemology, 35 (4), 227-241.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.

Sefton-Green, J. (2006). Chapter 8 Youth, Technology, and Media Cultures. Review of research in education, 30(1), 279-306.

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This will follow a format of

● Where were you at the beginning of the course in terms of your understanding of

a. the varied individual and social learning perspectives and theories that have served as the foundation for much of the

research and development in STEM education;

b. what you know about about how conduct STEM education research from individual and social learning perspectives.

● Where are you now at the end of the course as it relates to

a. the intersection of the cognitive/psychological perspective and social perspectives on learning and STEM education

b. what you know about about how conduct STEM education research from individual and social learning perspectives.