Game based learning ppt presentation - final project
1. GAME-BASED LEARNING
IN EARLY CHILDHOOD EDUCATION
By: Robin Lemire
EDUC-7101-1 – Diffusion and Integration of Educational Technology
Dr. Timothy Green
Ed.S in Educational Technology
2. IMPORTANCE OF PLAY
IN EARLY CHILDHOOD EDUCATION
“Effective leadership in 2015 will demand a global perspective
demonstrated through local action. Leaders will require knowledge
of myriad cultures and even the ability to speak another language or two.
Now in 2015 effective leaders must be passionate and tireless in advocating
for young children; be politically savvy while protecting the rights of
children; and continue to cite research findings to convince stakeholders that
dollars spent on young children today save many in the future.”
~ Scott Siegfried, 2005
(YC: Young Children, 60(1), 20-22)
9. COMPARISON OF TRADITIONAL
TRAINING, HANDS-ON, AND
GAME-BASED LEARNING
http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
10. BREAKING DOWN THE DIFFUSION
AND IMPLEMENTATION PROCESS
~ Innovation
~ Communication Channels
~ Time
~ Social Systems
11. BREAKING DOWN THE DIFFUSION
AND IMPLEMENTATION PROCESS
Rogers (2003) notes there are six stages in a proposed
innovation-development process. These six stages are:
~ Recognizing a problem or need
~ Basic and applied research
~ Development
~ Commercialization
~ Diffusion and Adoption
~ Consequences
17. DIFFUSION AND ADOPTION
Rogers (2003) notes the five attributes for adoption of innovations are:
~ Relative Advantage: How much is the innovation perceived as being better than what already
exists
~ Compatibility: How well does the innovation match existing norms, values, needs, expectations
and previous experiences
~ Complexity: How easy is the innovation to use and understand for users?
~ Trialability: How easy is the innovation to try out and experiment with and not have to commit
fully.
~ Observability: How easy is it to observe the advantages achieved from adapting the
innovation?
(Egenfeldt-Nielsen, 2010).
21. S-CURVE FOR GAME-BASED LEARNING
% of Innovation
↑↑●
Maximum Innovation
By the 2000’s we were wired and well
connected. Gaming and education
continued its popularity.
●
●Game-based Learning is
steadily becoming
implemented in multiple
levels of education.
●The 1990’s became the age of the PC. Gaming and
education was becoming more popular.
As early as the first microcomputers
in the late 1970’s – gaming and
education have gone hand-in-hand.
●
1970’s
1980’s
1990’s
2000’s
2010’s
23. REFERENCES
Barjis, J., Sharda, R., Lee, P. D., Gupta, A., Bouzdine-Chameeva, T., & Verbraeck, A. (2012). Innovative
teaching using simulation and virtual environments. Interdisciplinary Journal of Information, Knowledge
& Management, 7237-255.
EdTechReview™ (ETR). (n.d.). What is GBL (game-based learning)? Retrieved from
http://edtechreview.in/dictionary/298-what-is-game-based-learning
Egenfeldt-Nielsen, S. (2010). The challenges to diffusion of educational computer games. Leading Issues in
Games Based Learning, 141-158.
Erenli, K., & Ortner, G. (2011). Collaborative and social learning using virtual worlds: Preparing students for
virtually anything. International Journal of Advanced Corporate Learning, 4(3), 23-28.
Epper, R. M., Derryberry, A., & Jackson, S. (2012, August). Game-based learning: Developing an institutional
strategy. EDUCAUSE. Retrieved February 3, 2014.
History of Google. (n.d.). In Wikipedia. Retrieved July 8, 2012, from
http://en.wikipedia.org/wiki/History_of_Google
24. REFERENCES CON’T
Laureate Education, Inc. (Executive Producer). (2008). Diffusion and integration of technology in education.
Baltimore, MD: Author.
Marsh, J. (2010). Young children’s play in online virtual worlds. Journal of Early Childhood Research,
8(1), 23-39.
Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget and
Vygotsky (pp. 62-63,83). St. Paul, MN: Redleaf Press.
Razak, A. & Connolly, T. M. (2013). Using games-based learning: How it influences the
Learning experience and outcomes of primary school children. International Journal of Emerging
Technologies in Learning, 847-54.
Rogers, E. M. (2003). Diffusion of innovations. New York: Free Press.
Scott, D. (2005). Leaders on leadership: How do you envision leadership in early care and education in 2015?
YC: Young Children, 60(1), 20-22.
25. REFERENCES CON’T
Trybus, J. (2012). Game-based learning: What it is, why it works, and where it's going. New Media Institute internet facts, statistics, research and analysis. Retrieved January 13, 2014, from
http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html
Wang, F., & Lockee, B. B. (2010). Virtual worlds in distance education: A content analysis study. Quarterly
Review of Distance Education, 11(3), 183-186.
Voice from the Industry. (n.d.). EdNET Insight RSS. Retrieved from http://www.ednetinsight.com/newsalerts/voice-from-the-industry/the-evolution-of-games-in-educational-publishing.html
Editor's Notes
Piaget believed that play was important as it is a positive avenue for learning (Mooney, 2000). He believed that children make sense of the objects and activities that surround them when they engage in symbolic play. He believed that children begin to understand how different objects work and what these objects are meant to do as they experiment (play) through trial and error (Mooney, 2000). Their time spent experimenting (playing) uses repetition and this information then helps to increase their understanding of the world around them (Mooney, 2000). Vygotsky believed children learn extensively while playing. He also believed that language and developmental skills build on each other. While children are engaged in play they use a constant stream of language, determine conditions while engaged in make-believe, discuss roles, objects, and directions (Mooney, 2000). They also learn from each other about other situations and ideas which they are unfamiliar with or have not yet engaged in. Vygotsky believed that this type of interaction contributed to the children’s building of knowledge and to their learning (Mooney, 2000).One form of learning through play is game-based learning.
Game-based learning or (GBL) is a type of game play that has defined learning outcomes. Game-based learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply the knowledge learned to the real world (edtechreview, n.d.).
When considering technological innovations integrated into the field of early childhood education and care, family childcare is not usually considered as an educational environment. As standards change in the early childhood care field, digital gamed-based lessons appear to be an innovative idea to make learning fun for children of all ages. Barriers may include the reluctance of the regulator agencies to give approval to use game-based learning as a teaching tool. Research into the innovation of games-based learning has shown games-based learning (GBL) has the potential to enhance communication between educators and students. GBL also encourages inventiveness and can make the process of learning fun and less tedious (Razak and Connolly, 2013).Family childcare providers can easily adapt their current curriculum to include games-based learning. Games-based learning can easily be included into the curriculum regardless of what technology the family childcare program uses. The use of technological items such as computers, iPads, and apps are just a few examples of hardware and software that can be used to implement games-based learning into the daily curriculum. Non-technological items can also be used in order to successfully diffuse games-based learning into a family childcare curriculum.An example of digital game-based learning is virtual worlds.
According to Wang and Lockee (2010), one of the current innovations is three-dimensional (3D) virtual worlds. The medium of virtual worlds for online distance education is currently a topic discussed extensively in the distance education field. In a special focus paper by Erenli and Ortner (2011), the focus was on project management and information technology. As a by-product Erenli and Ortner (2010), also evaluated the use of virtual worlds as possible educational tools in e-learning within a curriculum. According to Erenli and Ortner (2010), virtual worlds as educational tools vary. Three important reasons to use virtual worlds as educational tools is: commitment to use; appealing virtualization, and fun (Erenli and Ortner, 2011).
Among the findings from this study essential features of virtual worlds as an e-learning tool were found. The findings pertaining to education were: ~Multi-dimensionality: appealing user interfaces were found to increase user acceptance as well as the fun factor. The fun factor secures user motivation.~Multi-sensoriness: Several senses are appealed to. ~Availability: Anywhere and anytime access. (Erenli and Ortner, 2011).
Lyla is a four-year-old young lady who has been enrolled in my childcare since birth. Lyla’s learning style is more visual in nature. Therefore, game-based learning is a more productive method of teaching for her.
Ashlyne is a three-year-old young lady who has been enrolled in my childcare since birth. Ashlyne’s learning style is also more visual in nature. Therefore, game-based learning is a more productive method of teaching her new skills.
The effectiveness of hands-on learning isn’t new—for example, the apprenticeship system traces a rich history from ancient times to the present day. But well-designed game-based learning has several advantages over traditional experiential learning methods. It is cost-effective and low-risk (unlike, for example, safety training using live machinery). Perhaps even more important, there are significant learning advantages. Learners can re-enact a precise set of circumstances multiple times, exploring the consequences of different actions. In addition, well-designed games permit learning experiences that aren’t possible in real life—for example, “designing” a dolphin to find out how body size and fin position affect how far it can swim , or deliberately causing the biggest possible virtual explosion to understand why gas line disasters happen (newsmedia.org).
~ Innovation: Implementing game-based learning (GBL) into the daily curriculum of licensed family childcare businesses. ~ Communication Channels: State regulatory agencies ~ Time: The idea of using game-based learning is not a new concept. Throughout approximately the last 40 years we can track a constant interest in the area. Looking over the landscape today things look promising with many active research projects, conferences, initiatives and media coverage” (Egenfeldt-Nielsen, 2010). ~ Social Systems: According to Rogers (2003, pg. 23), “A social system is defined as a set of interrelated units that are engaged in joint problem solving to accomplish a common goal.” In this case the social system is the network of childcare providers and support networks in the state of Massachusetts.
An example of Rogers’s six stages in a proposed innovation-development process is the development of Google. In March 1996 Larry Page and Sergey Brin, Ph.D. students saw a need (stage 1). Page and Brin saw the need for developing the enabling technologies for a single, integrated and universal digital library. Page and Brin used this idea and chose to pursue research and development (stages 2 and 3) as their dissertation theme. By the end of 1998, Google had approximately 60 million pages in its index (stages 4 and 5). Examples of consequences (stage 6) are: as of September 2013 Google operates 70 offices in more than 40 countries. Google also continues to diffuse into other areas such as forming a non-profit wing (en.wikipedia.org, n.d.).
Marsh (2010) notes the use of virtual worlds by children are becoming increasingly popular. As technology continues to create significant changes in social and cultural practices in the 21st century, young children are spending increasing amounts of time online. Barjis et al., (2012) states “Simulation and game-based techniques are becoming increasingly popular methods of inquiry into complex-service-science-related problems and phenomena. “Integrating these techniques and models into the curriculum allows for students to visually learn about the objects of their study and the related concepts, interact with processes, components, and systems, and understand the underlying dynamic behaviour of the objects of their study.”
Epper et al., (2012) states “Games, play, and learning have enjoyed a symbiotic relationship throughout recorded history, but when Apple Computer released the education game Lemonade Stand for the Apple II in 1979, educators and software companies like Broderbund and The Learning Company validated computer games/video games as a new way to engage students.”However, it was not until 2003, that James Gee, in his book What Videogames Are Teaching Our Children, spotlighted the many benefits of video games for learning. From that point on, games have enjoyed increasing attention and support as a powerful medium for teaching and learning (Epper et al., 2012).
Shelby Marshall, Solutions Architect for FableVision, stated “Over the past couple of years, publishers have increasingly developed educational games that deliver deeper, more meaningful learning opportunities than they used to. The trend is refreshing, and it’s gotten me thinking about how and why learning games have evolved over the past few decades (EdNETinsight.com, n.d.).”“Games can take many forms and can be used in a variety of ways to further learning. The game genres most often used in education include adventure, puzzle, role-playing, simulation, and strategy. Probably the most common formats are “casual” games—puzzles or strategy games designed for brief rounds of play, usually intended for drill and practice. A minority of games employ story and narrative, sometimes supporting hours of play over many sessions; some of these are designed to teach higher-order thinking (EdNETinsight.com, n.d.).”“Until recently, most education publishers were cautious about developing digital games. They had good reasons to be. For one thing, schools were leery of games that looked like entertainment. And there were practical issues: curriculum requirements, lack of teacher comfort with games, the need to assess student work, limited class time, classroom management challenges, inadequate access to computers, etc (EdNETinsight.com, n.d.).”
“So mainstream publishers used games occasionally as supplements to textbooks, targeting narrow curricular goals. They were generally either arcade-style drill-and-practice activities or content-free reward activities for points earned in the instructional activities. These games focused on lower-order thinking skills (EdNETinsight.com, n.d.)”.A handful of independent publishers in the 1980s and ‘90s came out with excellent games that gave learners a richer learning experience—for example, Where in the World Is Carmen Sandiego? and Oregon Trail. These games stood out from the crowd, and teachers worked hard to use them in their classrooms.”
Marshall (n.d.) stated “Publishers are taking games seriously, and they’re increasingly developing games through a collaborative design process that results in richer, more valuable learning games (EdNETinsight.com, n.d.).”“There are now games that teach higher-order thinking and 21st century skills through contextual, long-form experiences. Some use story and narrative (e.g., Quandary Game), while others present open-ended puzzles in which students explore the underlying logic of complex concepts (e.g., Lure of the Labyrinth) (EdNETinsight.com, n.d.).”
In the area of licensed family childcare, there seems to be some resistance from the childcare providers in regards to trying something new in their curriculum. From discussions with other family childcare providers there seems to be concerns if pre-fabricated paper worksheets are not being completed each day. Many have expressed their concerns over formally adding what they consider “play” to their existing curriculum. One solution to this reluctance would be by using the attribute of trialability. If there was an opportunity presented to the interested childcare providers (i.e. workshop) and they could see and participate with examples of game-based learning, providers may be more willing to try to incorporate game-based ideas into their existing curriculum.
Dede (2008) notes the importance of thinking about what the side effects are of some of the technologies that do change content and pedagogy (Laureate, 2008). New technologies are changing and/or following the innovation-development process. Examples I find useful working with small children is the touch-screen computer, iPad, Kindle, and interactive software and storybooks. Over the last 24 years as a licensed childcare provider I have seen certain aspects of the innovation-development process in each of the afore-mentioned technologies as they emerge.Some intended outcomes are that learning outcomes are designed to be part of game play. And students’ progress through the game by applying what they learn. Students are challenged to explore, experiment, and make mistakes—often in a risk-free environment. They work toward goals that are personally rewarding and align with academic goals (EdNETinsight.com, n.d.).“In addition, game design increasingly focuses on teamwork among players, so that students gain the 21st century skills of collaboration and communication (EdNETinsight.com, n.d.).”“These games turn out so well because the design process includes researchers, curriculum developers, and teachers, along with game designers and developers. This collaborative approach produces engaging instructional tools that support multiple learning styles and that complement the other tools available to teachers and students (EdNETinsight.com, n.d.).” Unintended consequences could happen if the educators do not pay attention to the amount of time the children are spending on this portion of the curriculum. It is important to make sure there is a balance.
Marshall (2013) states "On a marketing level, barriers to access have largely disappeared. In the old days, games were played on CD-ROMs, and few classrooms had computers. When Internet-delivered games first came out, schools had inadequate bandwidth, they struggled with administrative permissions issues, and there were not enough computers to go around. Now, computers are ubiquitous, broadband is standard, and permissions controls have been mastered (EdNETinsight.com, n.d.).”“Classroom management barriers have also largely been removed. Web-based and mobile/tablet games gather user data, tie to teacher management systems, and track student progress against learning objectives (EdNETinsight.com, n.d.).”
“In addition, research being done on game-based learning has advanced and has shown that well-designed games can deliver meaningful learning experiences. In the education world, legitimacy rests on research (EdNETinsight.com, n.d.).”“The most important change is in the increased focus on designing games that deliver deep, rich learning experiences and in the learning objectives some new games meet (EdNETinsight.com, n.d.).”
- As early as the first microcomputers in the late 1970’s – gaming and education have gone hand-in-hand. - The 1990’s became the age of the PC. Gaming and education was becoming more popular. - By the 2000’s we were wired and well connected. Gaming and education continued its popularity. - Game-based Learning is steadily becoming implemented in multiple levels of education.
We have entered an era in which new digital technologies are being introduced on an almost daily basis. It is important that we use these technologies to support both individualized and collaborative learning more effectively. The research has shown (throughout this presentation) that technology can enhance academic performance as well as prepare students for success in the world outside of school. The 21st century educational experience is taking shape each day and with each introduction of new technology. Game-based learning is claiming a significant role in education. Students can go on a trip around the world via virtual field trips. Students can learn basic skills and further their knowledge in an unbelievable number of areas – while having fun and being engaged in learning. Each student has their own unique learning style. Using game-based learning assists educators with methods of learning which targets these unique learning styles. However, we cannot do this without the assistance of institutional commitment and support. Thank you for your time!
