Digital game based learning - learning and teaching through having fun

Gamify learning Learning and Teaching through having fun CITERS 2011 @Hong Kong University June 30 th 2011 Frankie Tam, FifthWisdom Technology Limited Clara Hui, Hong Kong Digital Game-Based Learning Association

Gamify learning is the implementation of gaming mechanics into learning and teaching experience to increase learner engagement, motivation and fun. It is a Digital Game-Based Learning solution in which learners acquire targeted subject knowledge as well as essential generic skills. 1. Learn through playing digital games 2. Learn through creating digital games

Digital Native 數碼原居民 / NET 世代 better at parallel processing taking in information more quickly comfortable collaborating over networks very adaptive to new technologies

Digital Native abundance of info visual connected random speed multitask game/ structure oriented

Types of games
educational + learning
political + public policy
health + wellness
Business
Military
advertising

When you are playing…
player is the center of attention
the game world is very responsive to your every single move
player is the expert
everything is possible, you would be the best NBA player
things are relatively simpler compares to the real world
trial and error is the best plan

What’s so attractive about digital games?
it’s the learning that digital game provides
kids like all humans, love to learn when it isn’t forced
digital game provides learning opportunity every second

Digital game-based learning

What do they learn?
on the surface, they learn how to do things, like driving a car, plane, etc.
on the deeper levels, they take in information from many sources and make decisions quickly
deduce game’s rules from playing rather than being told
create strategies for overcoming obstacles
understand complex systems through experimentation
learn to collaborate with others

Why digital game-based learning?
Digital games and technology can transform the traditional classroom into a constructivist classroom which produced improved skills of question formulating, hypothesis generation and ability to intelligently address new problems” - Salomon 2002
Students are more willing to learn , Moulder (2004) recounts an elementary school student once raises:
‘ Why read about ancient Rome when I can build it?

What students learn at school nowadays lack of real-life context , student are not able to apply what they learnt at school in their everyday life and thus they are not interested in the school subjects Siexas , 2000 It has been increasingly difficult to capture the interest and attention of young people especially in a traditional classroom setting. The single feed of information and step by step logics just simply can not satisfy the needs of the new generation . Prensky, Windham, 2005

Student Survey (June 2011) Do you like playing digital games?
110 primary and secondary school students
from 3 local and international schools
88% likes playing digital games, some played for 6-10 years
Most of them play digital games every day for at least 1 hour

Case Study 1: learning through playing

Students’ difficulties in learning ESL
Students understand the importance of learning English.
BUT they think…
English lesson is boring
Vocabularies are hard to learn
Can’t keep up with the teacher in the classroom

English lessons
Teachers find students lack of motivation in learning English vocabularies
Teachers want to bring in
an interactive learning tool
Teachers have to teach form
one students English vocabs
according to the unit theme

Design
Teacher provide us with the
curriculum vocabulary list
Designers and gaming professionals talk to the teachers
Discuss and understand the goal of the game and what the teachers want students to achieve:
picture + word association

Design
Convenient Store
Customers come in looking
for specific items
Customers' desire bubble:
1. Beginner levels: pronunciation + spelling
2. Intermediate levels: spelling only
3. Advanced levels: pronunciation only

Game play
Players as a the shopkeeper and direct customers to the appropriate location
More items are added in each level
Different types of customers with different special characteristics are introduced in each level

Game play
Students have to match the word/pronunciation with the correct picture
Reports after each round
showing words players
matched successfully and
words players failed to
match.

Applying the game in the classroom
5 form 1 classes from a CMI school
104 students , 5 English teachers involved
students are given netbook computers
15-20 mins game play in class
teachers do recap and debriefing with the students each time
Approach 1: learn the vocabularies only through the game
(pre-test  game  post-test)
Approach 2: teaching before playing the game
(pre-test  teaching  game  post-test)

Pre-test and post-test
Same test paper for both tests
Matching format : to test if the students can associate the
picture with the word
52 questions in total

Test Results (Changes in percentage) Class 1: + 5.85% Class 2: + 7.70% Class 3: + 31.78% Class 4: + 24.57% Class 5: + 36.43%

Student feedbacks
Survey:
91 form one students from 5 classes
Male: 61 + Female: 30
Focus Group Interview

“ it attracts me to play” “ it is nice to learn in a happy way ” “ my motivation is in the game” “ I will NOT feel bored!” “ it is easier for me to learn through games” “ we like games, so education mixing game is good”

Teacher feedbacks
Total: 10 teachers
Did the game give your students a better learning motivation? Yes: 7/ No: 1/ Not sure 2
Do you think your students are learning English vocabularies from the game? Yes: 6/ No: 1/ Not sure 3
“ students were motivated and happy to find out more about the
new learning element”
“ students are highly motivated”
“ students were more concentrated” “games can a be very supportive teaching tool
to consolidate knowledge”

Case Study 2: learning through creating

Kodu game lab
User-friendly
Runs on PC and Xbox 360
3D simulation environment
visual game creation environment
20 different characters with different abilities
make video games without any knowledge of programming
High-level language incorporates real-world primitives: collision, color, vision

Making games in the classroom
2 schools; 4 classes (1 primary + 1 secondary school)
Computer lessons
Teachers teach game building techniques
Students create their own games in groups

Focus Group Interview
Student : 'I like making my own games! And I like playing my classmates' games too!'
Student : 'I came across problems that I have never encountered in other lessons. And I used my own way to solve them!'
Student : 'We're so happy
having our own digital
games! We feel really
proud and satisfied!'

Teacher : 'Through game creation, students are not only learning programming skills, but also creativity, logical thinking, problem solving and other generic skills.'
Teacher : 'Students are eager to ask each other' opinions during the design process, they are learning together and their communication and co-operative skills are improved!'

Conclusion We seek for advices and improvements while looking for a possible future of digital game-based learning in the Hong Kong classrooms. Thank you! Question or comments? [email_address] www. fifthwisdom.com clara@digitalgameslearning.org www.digitalgameslearning.org

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Digital game based learning - learning and teaching through having fun

by Hong Kong Digital Game-Based Learning Association on Jul 03, 2011

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