Game based learning 2011
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The document discusses using game-based learning in algebra courses for community college students. It provides statistics on remedial education needs and describes three games used in a case study - Systems of Equations Jeopardy, Systems of Equations Hoop Shots, and One-step Equations: Battleship. Students in experimental groups using the games reported less math anxiety and greater motivation compared to control groups. While game use and problem attempts were not significantly different, further research with larger samples was suggested, such as developing games integrated into algebra curriculum and having students create their own games.
Game based learning 2011
- 1. Using Game Based Learning in Algebra Courses with Community College StudentsPresented byKathy Liska
- 2. PurposeMath AnxietyStressRemedial or developmental mathematicsImmersionProcessesCritical thinking
- 3. StatisticsNational Center on Education and the Economy (NCEE)2/3 of students entering high school graduate2/3 of those graduates go on to higher education2/3 of those must take remedial classes in college(Tough Choices or Tough Times)
- 4. More Statistics21% of students applying to 4 year colleges are ready for college level reading, writing, math, or biology (NCEE)43% at 2 year colleges and almost 30% at 4 year colleges have taken remedial classesResult $ 2.5 billion (Twigg)
- 5. ProcessesGame playingProbingHypothesis formingReprobingRethinking hypothesis another hypothesis (Gee)Critical thinkingStrategy
- 6. Games like learning ……CognitionSocial interactionCompellingPractice masteryChallenging but not “undoable” (Gee)Feeling of achievement“Regime of competence” (Gee)SemiosisCritical thinking
- 7. Game-based LearningToolInteractiveIterativeProgressiveImmersiveReal world applicationsInstructor or commercially developed gamesStudents use program to develop gamesGame Maker (http://www.yoyogames.com/gamemaker)
- 8. 21st Century SkillsSTEMInnovationCreativityInternational Adult Literacy SurveyUSA 13 out of 20 in quantitative literacy
- 9. Role of Community CollegesNCATGates FoundationChanging the EquationProcess educationExperientialProject based learning“In order to learn, one must do.” Carl Rogers
- 10. Student ParticipationActive in own learningInteractive softwareWork at own paceSelf-directed learning
- 11. Mathematics LiteracySteen“quantitative literacy needs to become as pervasive in the curriculum as are reading and writing”PaulosInnumeracy“when” of using mathTall“shift focus of attention from steps of procedure to the effect of the procedure”
- 12. Case StudyAlgebra I classes1 instructor2 Classes Spring 20101 control1 experimental2 Classes Fall 20102 experimental4 weeks middle of semesterSystems of equations
- 13. Case StudyControlPaper and pencil homework and practice problemsExperimentalPaper and pencilOnline math gamesUse each game at least onceUse >= 2 hours per weekKeep track of how long used each game
- 14. Case Study - GamesEach game has different skill level optionsFamiliarityThree games:Systems of Equations JeopardySystems of Equations Hoop ShotsOne-step Equations: Battleship
- 15. Jeopardywww.quia.com/cb/79607.html4 categoriesSolve by graphingSolve by substitutionSolve by eliminationSystems of inequalities5 point options per category1 or 2 player option
- 16. Hoop Shotswww.crctlessons.com/systems-of-equations-game.html3 categoriesRookieExperiencedSuperstar1 or 2 player option
- 17. Hoop ShotsTimed 1 player optionTime increased by 3 sec. for each correct answerTime decreased by 5 sec. for each incorrect answerAfter 10 questions answeredMake as many shots as possible in accumulated timeEach basket made = 3 points
- 18. Battleshipwww.quia.com/ba/36544.htmlHuman vs computer3 LevelsEasyMediumHard
- 19. SurveysAnonymousPre and postQualitative and quantitative5 point Likert scale 1 = strongly disagree 2 = disagree3 = undecided4 = agree5 = strongly agree
- 20. SurveysSome questions reverse codedMath anxietyMotivationDemographics
- 21. HypothesesHypothesis #1:Students will report having less math anxiety when they use game based learning in their algebra courses.Hypothesis #2:Students will attempt to solve more practice problems when using game based learning rather than traditional pencil and paper approach.
- 22. HypothesesHypothesis #3:Students using game based learning will report feeling more motivated to attempt difficult problems.Hypothesis #4:Younger students will more easily adapt to using a new game program for practicing algebra problems than older students.
- 23. ResultsExperimental8 out of 32 used games (25%)Equal number of males and femalesAges (Game Users)Females 18 - 22Males 18 – 30Ages (Non Game Users)Females 18 – 26Males 18 - 39 No real difference
- 24. Results – Game Usage“If you did not use any of the games, please indicate why by choosing one of the following”Non Game Users76.5% (13/17) selected “not enough time”2 selected “other”1 selected “didn’t see the point”, “not interested”, and “other”
- 25. Results - AnxietyLikert scaleHigher scores indicate a higher level of anxietyMean scoreControl group 33.9Experimental non game users 31Experimental game users 27
- 27. Individual Anxiety ScoresGame usersReduction in scores for all but 1 studentAverage reduction = 8.6 Range -22 points to +4 points
- 28. Attempting Difficult ProblemsNot much differenceInconclusiveNeed for more research
- 29. Future ResearchLarger sample sizeEmbed games in Algebra courseCurriculum developmentThroughout all modules not just oneGame development for adultsGames limited in scopeGame Maker
- 30. Game MakerHave students create game based on given scenarioParameters to measureHow long it takes to do homeworkComfort level of students using Game MakerImpact on students performance?
- 31. Lessons LearnedUse more specific questions in surveyWhat about online classes?Comparison with traditional classroomEmbed game based learning in Algebra curriculumCompare to traditional classroom
- 32. ConclusionsMore research is necessaryNeed for new tools to assist studentsNeed for innovative approach to teach mathUse of real world applicationsNeed for game development geared toward adult college studentsContinuous mathematics literacy needs to be reinforced starting in early childhood
- 33. Works CitedGee, James Paul. What Video Games Have To Teach Us About Learning and Literacy. New York: Palgrave Macmillan, 2007.National Center on Education and the Economy (2008). Tough Choices or Tough Times. San Francisco: Jossey-Bass.Steen, Lynn Arthur. “How Mathematics Counts.” Educational Leadership, 65.3 (November 2007): 8-14. Empire State College EBSCOHost database. 31 May 2009.Tall, David. “The transition to formal thinking in mathematics.” Mathematics Education Research Journal. 20.2 (2008): 5-24. Empire State College EBSCOhost. 31 May 2009.
- 34. Questions?