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I think I’m
           getting better at
                 this...




Dr Kawashima’s return:
the extended study
Derek Robe...
What is Dr Kawashima?
What is Dr Kawashima?
How did this all start?
• Initial idea to use Dr Kawashima for the DS in class
• Small scale experiment carried out in thr...
Sharing our work
• BECTa
• London Games Festival
• Online Educa: Berlin
• BETT’08: London
• Be Very Afraid ’07
• Handheld ...
Sharing our work
• BECTa
• London Games Festival
• Online Educa: Berlin
• BETT’08: London
• Be Very Afraid ’07
• Handheld ...
...still some suspicion
...still some suspicion
Snake oil?!
Semiotic Domains
             SCHOOL
             DOMAIN
   GAMES
  DOMAIN
Semiotic Domains
             SCHOOL
             DOMAIN
     GAMES
    DOMAIN
Extended study
Extended study
Extended study
Extended study
How did we proceed?
• All Scottish local authorities invited to note
  interest in participation (19 notes of interest)
• ...
Methodology adopted
•   Randomised control trial

•   Stratified randomised sample: lowest 25% in terms of socio-
    econo...
Measures used
•   Mental maths assessment aimed at 5-14 level D

    •   Addition, subtraction within 100, multiplication ...
Mental Maths accuracy
  •   Significant gains in both groups

  •   However, gains in Nintendo group more than half as
    ...
Speed of calculation
•   Significant gains in both groups

•   However, gains in Nintendo group more than twice that
    of...
Other measures
Attitudes
• No significant change in either group
  in relation to maths self-concept and
  academic self-co...
Other measures
Analysis by 5-14
• Accuracy: less able children tend
  to improve more than more able
• Speed of processing...
Additional comment
Significant gains
• Nintendo group showed
  statistically significant gains...
• ...but so too did the co...
...more questions raised
• Optimum length of time
• Which time of day?
• Other games that can enhance learning (in which
 ...
Final Point




A lot of interesting insights gained from teachers
    and children but that’s for another day...
Thank you
Summary paper available at:
http://ltsblogs.org.uk/consolarium/



Derek P Robertson: d.robertson@ltscotland.org...
Dr Kawashima's return: SLF08
Dr Kawashima's return: SLF08
Dr Kawashima's return: SLF08
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Dr Kawashima's return: SLF08

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My presentation for the release of the summary report about our extended Dr Kawashima report.

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Transcript of "Dr Kawashima's return: SLF08"

  1. 1. I think I’m getting better at this... Dr Kawashima’s return: the extended study Derek Robertson: Learning and Teaching Scotland David Miller: University of Dundee
  2. 2. What is Dr Kawashima?
  3. 3. What is Dr Kawashima?
  4. 4. How did this all start? • Initial idea to use Dr Kawashima for the DS in class • Small scale experiment carried out in three classes • Results of Nintendo group were very interesting: • Significant improvement in mental maths accuracy • Significant improvement in speed of processing • No real impact on pupils’ perception of improved ability in mental maths • Enhanced collegiality in class
  5. 5. Sharing our work • BECTa • London Games Festival • Online Educa: Berlin • BETT’08: London • Be Very Afraid ’07 • Handheld Learning ’07 • Singapore: British Council
  6. 6. Sharing our work • BECTa • London Games Festival • Online Educa: Berlin • BETT’08: London • Be Very Afraid ’07 • Handheld Learning ’07 • Singapore: British Council
  7. 7. ...still some suspicion
  8. 8. ...still some suspicion
  9. 9. Snake oil?!
  10. 10. Semiotic Domains SCHOOL DOMAIN GAMES DOMAIN
  11. 11. Semiotic Domains SCHOOL DOMAIN GAMES DOMAIN
  12. 12. Extended study
  13. 13. Extended study
  14. 14. Extended study
  15. 15. Extended study
  16. 16. How did we proceed? • All Scottish local authorities invited to note interest in participation (19 notes of interest) • Discussions with HMIE helped identify: • Aberdeenshire • Dundee City • East Ayrshire • Western Isles • Complete data set for 634 P.5/6 children
  17. 17. Methodology adopted • Randomised control trial • Stratified randomised sample: lowest 25% in terms of socio- economic status (based on free school meal entitlement) • Classes randomly allocated to one of 2 conditions: • Nintendo group: First thing in the morning for 20-30 mins, 5 days a week with one Brain Age check every week • Control group: No change to teacher’s normal routine • Training session for teachers in Nintendo group • Treatment period: 9 weeks • Pre and post measures:
  18. 18. Measures used • Mental maths assessment aimed at 5-14 level D • Addition, subtraction within 100, multiplication and division up to 11x table • Self concept tool: Marsh SDQI, (2 sub-scales) • What did we aim to measure? • mental maths accuracy • any impact on speed of calculation • various self measures • other measures such as 5-14 levels
  19. 19. Mental Maths accuracy • Significant gains in both groups • However, gains in Nintendo group more than half as much again (compared to control)
  20. 20. Speed of calculation • Significant gains in both groups • However, gains in Nintendo group more than twice that of control groups
  21. 21. Other measures Attitudes • No significant change in either group in relation to maths self-concept and academic self-concept • Attitude to school: slight (but statistically significant) improvement in Nintendo group, but not in controls • Why is this?
  22. 22. Other measures Analysis by 5-14 • Accuracy: less able children tend to improve more than more able • Speed of processing: middle ability improved most here Dr Kawashima at home • No significant difference Gender • No significant difference
  23. 23. Additional comment Significant gains • Nintendo group showed statistically significant gains... • ...but so too did the control! • Possibility of John Henry effect? • If so, the differences might be even greater • Value of our RCT methodology is generalisability
  24. 24. ...more questions raised • Optimum length of time • Which time of day? • Other games that can enhance learning (in which curricular areas) • Does the improvement in speed of processing generalise to other areas? • Shared used versus individual use • Correlation with deprivation • Potential for children with ASN or disaffected pupils
  25. 25. Final Point A lot of interesting insights gained from teachers and children but that’s for another day...
  26. 26. Thank you Summary paper available at: http://ltsblogs.org.uk/consolarium/ Derek P Robertson: d.robertson@ltscotland.org.uk David Miller: d.j.miller@dundee.ac.uk
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