Middle School game development curricula for innovative learning research
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Middle School game development curricula for innovative learning research
- 1. EdMedia Conference 2013, Victoria, BC
- 2. Purpose Insight on open-ended technology-based learning approach in a traditional school environment. Research Question: How do students experience learning in game design and development environment in terms of 21st century skills?
- 3. Points of Interest Open-ended constructivist learning vs. Didactic direct instruction Procedural knowledge vs. declarative knowledge Game/play learning vs. Standards-based knowledge acquisition
- 4. Framework Games & Play Game Authoring Digital literacy
- 5. Theoretical Framework Digital Literacy and 21st Century Learning Root-Bernstein & Root-Bernstein 1999 Gangadharbatla, 2010 Runco, 2007
- 6. Theoretical Framework Foundations of Games and Play Huizinga, 1950 Gee, 2005 Shaffer, 2006
- 7. Theoretical Framework Game Authoring Papert, 1980 Robertson & Howells, 2008 Thomas, 2011
- 8. Study Setting Hispanic 85% African American 12% White, Not Hispanic 3% Students not in special populations 46% Exited ESL Students, 16% ESL Students, 24% ESL/SPED Students, 5% SPED Students, 9%
- 9. Methods Student interviews Student digital artifacts Classroom observations
- 10. Students’ Experience Creativity and innovation learning Julia, grade 7: “When I’m making a game, it makes me feel I’m imagining something like if I’m in a world of imagination or I’m asleep and I’m dreaming.” Communication and collaboration Justin, grade 8: “…you can pretty much work together and that helps you out in working together as team with other people and building up your [game].” Critical Thinking & Problem solving Blanca, a grade 8: “It makes me understand how the computer talks and how it’s different from, let’s say our language, how the computer has its own language and we have ours.”
- 11. Discussion Creative and innovative thinking in authentic game authoring: positive feeling and deep satisfaction Content confluence—integrated holistic learning of subjects Deep-learning concept—underlying causes and deep explanations Involves interactive technology-integrate constructivist learning environment
- 12. What does this mean? Curriculum Tension: Open-ended constructivist learning vs. Didactic direct instruction Procedural knowledge vs. declarative knowledge Game/play learning vs. Standards-based knowledge acquisition Active learning vs. Passive learning
- 13. Where do we go from here?
- 14. Contact Information Cesar C. Navarrete, University of Texas at Austin ccnavarrete@utexas.edu Laura Minnigerode, World Wide Workshop laura@worldwideworkshop.org
Editor's Notes
- The identified importance in this curricular mode: game authoring is significantly different from game.-based learning in that students create a digital game program in action script
- Curricular
- Specific facets of the game design environment Creativity and innovation learning Collaborative learning Problem solving and critical thinking
- Digital Literacy: the language; the code
- South Central US Charter Middle School—450 students 85% Hispanic and 12% African American. 46% are English language learners 93% qualifying for free or reduced lunch. Classrooms: Technology classroom with 30 desktop computer Portable building and had 25 laptop computers on tables
- Case Triangulation through different sources of data
- Creativity and innovation experience identified a personally satisfying and associated with emotion
- Curricular