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The Implementation of DGBL Approach in Primary School across Renfrewshire, Scotland Aishah Abdul Razak, Thomas Connolly, T...
<ul><li>Introduction </li></ul><ul><li>Previous Research </li></ul><ul><li>Methodology </li></ul><ul><li>Result and Analys...
Introduction <ul><li>The hours of exposure to the digital world, (i.e  cell phones, MP3 players, computers, internet and v...
Introduction <ul><li>Research suggesting that to teach or even engage the youth of today, the teaching methodology and con...
Introduction <ul><li>This research intends to investigate the use of digital games-based learning (DGBL) within the CfE at...
Overview of Curriculum for Excellence (CfE) <ul><ul><li>When?   From Autumn 2010 , initially involving pre-school to S1 </...
<ul><li>Digital Games-based Learning (DGBL)   is in line with principles of the CfE to promote challenge and enjoyment in ...
Previous Research <ul><li>Digital games used at school </li></ul>Introduction Previous Research Methodology Result and Ana...
Methodology: The Survey <ul><li>Aim:  </li></ul><ul><ul><li>to  gauge the current use of computer games for learning at pr...
Methodology : Teachers interview <ul><li>Aim:  </li></ul><ul><ul><li>To get further understanding on how teachers have use...
Result and Analysis: Survey <ul><li>Teacher’s use of DGBL technologies for teaching   </li></ul>Introduction Previous Rese...
Result and Analysis: Survey <ul><li>Computer games used in terms of game type </li></ul>Introduction Previous Research Met...
Result and Analysis: Survey <ul><li>Curriculum areas suitable for using DGBL approach   </li></ul>Introduction Previous Re...
Result and Analysis: Interview <ul><li>Selected primary school: Bargarran Primary School.  </li></ul><ul><li>Overview </li...
Result and Analysis: Interview <ul><li>Examples of activities </li></ul>Design car race using repeating pattern Make indiv...
Conclusion <ul><li>DGBL, especially the game making approach, has not been widely used at primary schools across Renfrewsh...
Future Work <ul><li>To design and perform a comparative evaluation  based on games that are currently being used in the cl...
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Paper a razak_18-11

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  • educational purposes may be learning support, teaching enhancement, assessment and evaluation of learners
  • Demographic information such as: gender, age range of children taught, school name. Information on the computer game usage for teaching such as: game name, student level, subject matter. Information on game creation tool usage such as: tool name, expertise, evaluation of the tool.
  • Based on their experience, teachers were required to state their opinion on the skills obtained from playing computer games that are relevant to primary education. The skills to choose were problem-solving, recollection, collaboration and teamwork, analysis and classifying, reflection, critical thinking, leading and motivating, and management.
  • Based on their experience, teachers were required to state their opinion on the skills obtained from playing computer games that are relevant to primary education. The skills to choose were problem-solving, recollection, collaboration and teamwork, analysis and classifying, reflection, critical thinking, leading and motivating, and management.
  • Transcript of "Paper a razak_18-11"

    1. 1. The Implementation of DGBL Approach in Primary School across Renfrewshire, Scotland Aishah Abdul Razak, Thomas Connolly, Thomas Hainey School of Computing University of the West of Scotland
    2. 2. <ul><li>Introduction </li></ul><ul><li>Previous Research </li></ul><ul><li>Methodology </li></ul><ul><li>Result and Analysis </li></ul><ul><li>Conclusion </li></ul><ul><li>Future Work </li></ul>Presentation Structure
    3. 3. Introduction <ul><li>The hours of exposure to the digital world, (i.e cell phones, MP3 players, computers, internet and video gaming etc  affecting and changing this generations’ learning styles and abilities . </li></ul><ul><li>“ Digital natives generation” changed in 10 main cognitive styles from the previous generation ( Prensky, 2001). Among them are: </li></ul><ul><ul><li>process information really fast, </li></ul></ul><ul><ul><li>like to parallel process and multi-task, </li></ul></ul><ul><ul><li>prefer random access than step by step, </li></ul></ul><ul><ul><li>sharp visual sensitivity compared to textual, </li></ul></ul><ul><ul><li>enjoys networking, active role, fantasy, using technologies etc. </li></ul></ul><ul><li>Impact  new generation can no longer fit with the traditional learning approach and are sometimes mistakenly being labeled with specific learning disabilities ( Simpson 2005 ). </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    4. 4. Introduction <ul><li>Research suggesting that to teach or even engage the youth of today, the teaching methodology and content needs to be changed to be more game-like, as opposed to traditional classroom instruction ( Prensky 2001 ; Visser 2001 ; Kirriemuir J. 2004 ; Gee 2005 ; Simpson 2005 ; De Freitas 2006 ; Van Eck 2006 ). </li></ul><ul><li>In Scotland a new curriculum is introduced: </li></ul><ul><ul><li>Curriculum for Excellence (CfE) </li></ul></ul><ul><ul><li>promote challenge and enjoyment in learning, one of them through the use of games-based technologies in classrooms ( LTS, 2011 ) </li></ul></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    5. 5. Introduction <ul><li>This research intends to investigate the use of digital games-based learning (DGBL) within the CfE at primary schools in Scotland. </li></ul><ul><li>Games-based learning: </li></ul><ul><ul><li>the use of computer games that possess educational value or </li></ul></ul><ul><ul><li>different kinds of software applications that use games for learning and education purposes. ( Tang, Hanneghan and El Rhalibi , 2009 ) </li></ul></ul><ul><li>To highlight the use of digital games, we used the term DGBL as suggested by ( Prensky , 2001 ). </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    6. 6. Overview of Curriculum for Excellence (CfE) <ul><ul><li>When? From Autumn 2010 , initially involving pre-school to S1 </li></ul></ul><ul><ul><li>Why? To prepare young people to become successful learners, confident individuals, responsible citizens and effective contributors </li></ul></ul><ul><ul><li>How? By promoting active learning : </li></ul></ul><ul><ul><ul><li>encouraging young people to think, question, research and work together rather than being fed information as in a traditional learning approach </li></ul></ul></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    7. 7. <ul><li>Digital Games-based Learning (DGBL) is in line with principles of the CfE to promote challenge and enjoyment in children's learning. </li></ul><ul><li>The aim is to encourage pupils to become not only consumers but also creators of games. </li></ul><ul><li>LTS’s DGBL initiative, The Consolarium, has become the platform for the teachers across Scotland to explore a range of computer games and game making tools and share their experience on using DGBL approach. </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    8. 8. Previous Research <ul><li>Digital games used at school </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work Limited Same as above, but have education as the primary goal (De Freitas, 2006) Global Conflicts: Palestine; Europe 2045; The Tower of Babel Serious games Incompatibility with school setting Create intrinsic motivation (Malone, 1981) Immerse players in complex and rich environments, can explore various strategies for action and decision, need to complete demanding tasks with increasingly difficult objectives (Facer et al., 2007) The Sims 2; Roller Coaster Tycoon 3; Knights of Honor; Dr. Kawashima’s Brain Training Full- fl edged video/ computer games, COTS game Limited success in helping students develop advanced knowledge and skills (Kirriemuir and McFarlane, 2004) Easily integrated into the curriculum as enrichment exercises (Squire, 2003). Reader Rabbit; Math Blaster; Alga-Blaster; Drill & Practice Disadvantage Advantage Example Type
    9. 9. Methodology: The Survey <ul><li>Aim: </li></ul><ul><ul><li>to gauge the current use of computer games for learning at primary schools in Scotland </li></ul></ul><ul><ul><li>To identify games and subjects used with this approach </li></ul></ul><ul><li>Methodology: Online Survey </li></ul><ul><ul><li>SurveyMonkey, Jan 2011- Mar 2011 </li></ul></ul><ul><ul><li>Link distributed to 49 primary schools across Renfrewshire, Scotland through the head teachers </li></ul></ul><ul><li>Participant </li></ul><ul><ul><li>62 teachers responded </li></ul></ul><ul><ul><li>100% of the respondents were female teachers with mean age of 32.8 </li></ul></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    10. 10. Methodology : Teachers interview <ul><li>Aim: </li></ul><ul><ul><li>To get further understanding on how teachers have used DGBL approach to enhance teaching and learning. </li></ul></ul><ul><li>Methodology: </li></ul><ul><ul><li>A series of interviews has been conducted with the teachers identified from the survey. </li></ul></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    11. 11. Result and Analysis: Survey <ul><li>Teacher’s use of DGBL technologies for teaching </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    12. 12. Result and Analysis: Survey <ul><li>Computer games used in terms of game type </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work 0% None Serious games 24% Various Nintendo games Full-fledged video games, commercial-of-the- shelf (COTS) game 76% Free online games for Math and Language Drill &Practice Response Example Type
    13. 13. Result and Analysis: Survey <ul><li>Curriculum areas suitable for using DGBL approach </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    14. 14. Result and Analysis: Interview <ul><li>Selected primary school: Bargarran Primary School. </li></ul><ul><li>Overview </li></ul><ul><ul><li>The selected plan was run from January 2011 to March 2011 involving Primary 2 class. </li></ul></ul><ul><ul><li>The game used was the Mariokart game from Nintendo Wii. </li></ul></ul><ul><li>Teaching plan </li></ul><ul><ul><li>Consist of real life activities which have been designed to fit across the curriculum areas. Some of the activities have been suggested by pupil during pupil consultation. </li></ul></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    15. 15. Result and Analysis: Interview <ul><li>Examples of activities </li></ul>Design car race using repeating pattern Make individual driving license Design healthy menu for F1 drivers Design new race track Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    16. 16. Conclusion <ul><li>DGBL, especially the game making approach, has not been widely used at primary schools across Renfrewshire, Scotland. </li></ul><ul><li>Most suitable area of curriculum for using DGBL is Maths and Languages, while the least suitable areas are RME followed by Expressive Arts. </li></ul><ul><li>Reason for popular use in Maths is because there are many free games available online related to this subject and the games can be easily fitted into the curriculum. </li></ul><ul><li>The type of game which is widely used at primary schools is Drill and Practice because it easily fit into the curriculum and widely available for free. </li></ul><ul><li>COTS games such as the Nintendo game series are also popular for use at primary school. However, the drawback is that this type of games is expensive. </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    17. 17. Future Work <ul><li>To design and perform a comparative evaluation based on games that are currently being used in the classroom to identify where DGBL might be most advantageous. </li></ul><ul><li>It is hoped that the findings from this research will provide important empirical evidence on DGBL particularly with regards to its application in primary school education. </li></ul>Introduction Previous Research Methodology Result and Analysis Conclusion Future Work
    18. 18. Any questions??
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