AECT Conference

Jacksonville, Florida

November 11, 2011

An Educational Evolution:

From Conventional Learning,

to E-Learning, to Game-Based Learning

Agenda

Introductions

Research findings

StudyBuddyCampus overview

Feedback from beta study

Next steps in research process

Introductions:

Pablo Benvenuto, CEO StudyBuddyCampus

pablo@studybuddycampus.com

Cheryl Christensen, Faculty

Grand Canyon University Cheryl.christensen@gcu.edu

Statistical Findings:

Consumers spent $25.1 billion on video games, hardware, and accessories in 2010 ; Twenty-four (24%) of game sales was digital content - $5.9 billion

Seventy-two (72%) of American households play computer or video games. (Retrieved 11/10/11 from ESA)

Today, it is estimated that by the time a student graduates from college they will have played 10,000 hours of video games (Prensky, 2001, p. 1).

According to a 2008 Pew study, 97% of youth ages 12-17 play video games; (Pew, 2008).

Research Challenges:

Find ways to make innovations (such as games) easier for educators to understand and utilize.

“Determine factors that can assist educators in using the technology innovation of computer and video games as instructional tools in order to improve student achievement” (Ertzberger, 2008, p. 12).

“Proper balance between education and entertainment is

necessary to optimize game-based learning; a balance thought to be best achieved by combining the

expertise of instructional designers and entertainment designers”

(Hirumi, Appelman, Rieber, and Van Eck, 2010, p. 38)

“Awareness of video games use as instructional tools could be

increased through collaboration. Teacher’s are encouraged to

network with other teacher’s to create experiences that make them

more aware of the video game’s potential for classroom use”

(Ertzberger, 2008, p. 117).

One thing games can teach us is how to manage assessment better…. In games, however, assessment and learning are

tightly married. Games constantly assess player performance and

provide feedback.

(Boudreau, 2010, p. 2)

StudyBuddyCampus Overview

Beta testing feedback - Teachers

hjancoski@sand.cartwright.k12.az.us wrote:

10/17/11

“I just wanted to let you know almost all of my students that came to parent teacher conferences showed off their avatar as a project that was important to them :)”

Beta testing feedback - Teachers

Irish Dyer irish_anne@yahoo.com 11/9/10  

“Well this website is a fabulous idea. To think I could cut the paperwork down and network with other teachers so I could actually have some time to plan and really teach?!? That is such a simplistic and wonderful thing that would save many teachers. I wish more administrators would actively understand and promote this concept. The quality of teaching would have a chance to improve.”

Beta testing feedback - Teachers

hjancoski@sand.cartwright.k12.az.us wrote: 10/17/11

“I just wanted to let you know almost all of my students that came to parent teacher conferences showed off their avatar as a project that was important to them :)”

Beta testing feedback - Students

“Study Buddy is the most awesome site on earth”

“please get some cool clothes nice job with the website ;D”

“New clothes.”

Beta testing feedback - Students

“…Make it like a virtual world...... beaches, models restaurant....but to do all this you first have to answer a question before you do anything....But....Different questions each time ......and the teachers can look how they are doing with the questions it will be something they will suggest for her students….we should be able to chat... You should do this, KATIE”

Next Steps in Research:

Add video game API

Conduct research study - Director of Instructional Technology for District and promote a prototype/pilot of community; IRB (institutional review board for proposed study)

Collaborate with developers / designers

Design students create graphic assets for the community and build their portfolio

Resources:

References

Barab, S., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A. Zuiker, S. J., & Warren, S. (2009). Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education & Technology. (18). 305-320. doi: 10.1007/s10956-009-9171-5

Begg, M. (2008). Leveraging game-informed healthcare education. Medical Teacher. (30), 155-158. doi: 10.1080/01421590701874041

Boudreau, D. (2010). Video games offer educators lessons in learning. ASU News [Business, culture & affairs]. Retrieved from http://asunews.asu.edu/20100222_videogaming

Dieterle, E. & Clarke, J. (in press). Multi-user virtual environments for teaching and learning. In M. Pagani (Ed.), Encyclopedia of multimedia technology and networking (2nd ed). Hershey, PA: Idea Group, Inc.

References

Ertzberger, J. (2008). An Exploration of Factors Affecting Teachers’ Use of Video Games as Instructional Tools. (Doctoral Dissertation). Retrieved from ProQuest. (3311370).

Federation of American Scientists. (2006). Harnessing the power of video game for learning. Retrieved January 4, 2011 http://www.fas.org/gamesummit/Resources/Harnessing the Power of Games for Learning Pre-Summit Paper.pdf

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

Klopfer, E., & Yoon, S. (2005). Developing games and simulations for today and tomorrow's tech savvy youth. TechTrends, 49(3), 33-41.

Moldenhauer, J. (2010). Virtual conferencing in global design education: Dreams and realities. Visible Language, 44(2), 219-38. Retrieved from OmniFile Full Text Select database

Pew Research Center. (2008). Teens, video games, and civics. Retrieved from http://pewresearch.org/pubs/953/

References

Prensky, M.  (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.  Retrieved from ProQuest Education Journals. (Document ID: 1074252411).

Suja'ee, M., & Khine, M. (2009). Designing interactive learning: Lessons from video games. International Journal of Instructional Media, 36(4), 371-81. Retrieved from OmniFile Full Text Select database