Transcript Learning Engagement through Fun and Games: A Research

Learning Engagement
through Fun & Games:
A Research Perspective
Dawn Mercer
and
Margot Wassenaar-Faber
A project sponsored in part by:
Inukshuk
Learning Engagement through Fun and Games
Games and learning:
Motivate – fun and challenging
Learner-centered
Immediate feedback
Problem-solving
Active learning
Experiential learning
Problem-based learning
Learning Engagement through Fun and Games
Approaches to Game Design - Reiber (1996)
Exogenous Approach
* Play is an overlay on predetermined content.
* Enticement to engage in learning tasks that
would otherwise be unpleasant (de Castell & Jensen, 2005)
Endogenous Approach
* Content is intrinsic to the game play
* Learning is incidental to play – “stealth
learning” (Prensky, 2001)
Learning Engagement through Fun and Games
Examples in Biosciences
Chemania
* Matching chemical names with sounds
and formulae
* Exogenous – play based drill & practice
Bacteria Blitz
* Locate fictional bacteria and identify
tools and agents to eliminate them.
* Endogenous - timed exploration
Learning Engagement through Fun and Games
Bacteria Blitz
Learning Engagement through Fun and Games
Learnings – 100% of users
*Bacteria can be eliminated using different
methods
*Different bacteria are eliminated better by
some chemicals that others
Learning Engagement through Fun and Games
Further Research:
Time comparison for knowledge acquisition
Learning Engagement through Fun and Games
Learning Engagement through Fun and Games
Topic: Inorganic nomenclature
Instructional component: lecture
series
Importance:
 Consistency in the correct recognition
in lab environment for the purposes of
conducting lab exercises
 Immediacy of nomenclature
recognition
Learning Engagement through Fun and Games
Reinforcement provided by immediate
feedback (i.e. correctness of response)
Option(s) for supporting cues (i.e. hint)
Integration of performance expectations
(i.e. recommendation that a ‘task’ achieve
a specific score within a specified time
limit before proceeding to next level)
Learning Engagement through Fun and Games
Learning Engagement through Fun and Games
Game 1 – auditory prompt
Madame Curie states the name of an ion;
the player must identify the correct formula
from symbols on the screen.
Game modes:
Bunsen mode (10 questions)
Pasteur mode (15 questions)
Curie mode (20 questions)
Learning Engagement through Fun and Games
Game 2
The chemical formula is provided; the ‘player’
must identify the correct name.
Game modes:
Bunsen mode (10 questions)
Pasteur mode (15 questions)
Curie mode (20 questions)
Learning Engagement through Fun and Games
Demo
Learning Engagement through Fun and Games
Learning Engagement through Fun and Games
Learning Engagement through Fun and Games
Research:
Survey conducted in the Spring of 2006
Chm173 (Intro College Chemistry) students:
Gender:
Ages:
64 female
61 male
under 20 years  48
21 – 25 years  59
26 – 30 years  7
30+ years
 10
Semester affiliation:
88 semester 1
34 semester 2 (repeating)
Learning Engagement through Fun and Games
Results:
Learning value
New skills and concepts
Learn materials in a new way
Reduced time spent studying text or notes
Better visualization of concept
100%
80%
60%
40%
20%
0%
disagree
agree
Learning Engagement through Fun and Games
Results:
Value Added
100%
80%
60%
40%
20%
0%
disagree
agree
Practice inorganic nomenclature
Practice/lecture attendance/reading textbook
Practice/studying from textbook
Learning Engagement through Fun and Games
Further Research:
 Correlation between the use of Chemania
& test/exam performance
 Fall 2006 (210 – 240 students)
 Spring 2007
Learning Engagement through Fun and Games
Further Development:
 Expand the game to include naming of
compounds by combination of cations & anions
 Explore modes in which students will be able to
practice writing formulas (i.e. test requirement)
 Make Chemania available to other courses in
which chemical nomenclature is needed for review
(i.e., second semester general chemistry, organic
chemistry, general biology)
Learning Engagement through Fun and Games
Technology Enhanced Learning Institute:
York University & Seneca College
Partially funded by CLOE–Inukshuk Content
Development Project
Content and Development:
Seneca College School of Communication Arts
Seneca College School of Computer Science
Seneca College School of Biological Sciences & Applied
Chemistry
Learning Engagement through Fun and Games
References
Castell, S. and Jenson, J. (2005). Serious Play: Challenges of
Educational Game Design. Journal of Curriculum Studies.
Prensky, M. (2001). Digital game-based learning. New York:
McGraw-Hill.
Prensky, M. (2002). The Motovation of Gameplay. On the Horozon,
Vol. 10 No. 1.
Rieber, L. P. (1996). Seriously considering play: Designing
interactive learning environments based on the blending of
microworlds. Educational Technology Research and Development, Vol.
44 N o. 2.
Learning Engagement through Fun and Games
Game access
Through CLOE
http://cloe.on.ca/
Bacteria Blitz (Temporary)
https://uwice.uwaterloo.ca/AngelUploads/Content/None-UW-LT3-CLOE001/_team/Surface_Cleaning_Game/Cleaning%20Game/CleaningProject_v8.html
Chemania (Temporary)
http://contagion.edu.yorku.ca/Dima/Chem/
Learning Engagement through Fun and Games
Contact Information:
Dawn Mercer
[email protected]
Margot Wassenaar-Faber
[email protected]
Nick Taylor
[email protected]