Learning Patterns for Maths Games June 2006

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Description of the Kaleidoscope Project for the Design and Deployment of Mathematical Games

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  • Learning Patterns for Maths Games June 2006

    1. 1. learning patterns for the design and deployment of mathematical games: research methods and findings
    2. 2. Project of two halves <ul><li>Design strand </li></ul><ul><li>Development of design patterns for the mathematical games </li></ul><ul><li>Determine the potential implications of their use for the construction of mathematical games. </li></ul><ul><li>Guidelines for good practice in designing games in education </li></ul>
    3. 3. Project of two halves <ul><li>Deployment strand </li></ul><ul><li>University of Warwick, Freudenthal Instituut, London Knowledge Lab and University of Athens deploy and research the use of a chosen game in classrooms. </li></ul><ul><li>Each of the partners write a case study describing and analysing that experience </li></ul><ul><li>Guidelines for good practice in designing games in education disseminated. </li></ul>
    4. 4. Demarcation <ul><li>Initial overlap between “design” and “deployment” (design includes test phase – i.e. deployment is part of development) </li></ul><ul><li>Deployment defined as the integration by the teacher within their learning programme, i.e. once it leaves the design process. </li></ul><ul><li>Problematic? </li></ul>
    5. 5. Development steps <ul><li>Literature review </li></ul><ul><li>Mind maps </li></ul><ul><li>Typologies </li></ul><ul><li>Case studies </li></ul><ul><li>Design patterns </li></ul><ul><li>Guidelines for good practice (design,deployment) </li></ul>
    6. 6. Categories <ul><li>Categories determined in face-to-face meeting. </li></ul><ul><li>Mathematical content </li></ul><ul><li>Learning and instruction </li></ul><ul><li>Educational content </li></ul><ul><li>Games </li></ul><ul><li>Interface and interaction </li></ul><ul><li>Software design </li></ul>
    7. 7. Mind maps
    8. 8. Typologies <ul><li>Mind maps used to: </li></ul><ul><li>develop typologies </li></ul><ul><li>Establish metadata for case studies </li></ul><ul><li>http://lp.noe-kaleidoscope.org/workspace/cases/ChanceMaker/ </li></ul>
    9. 9. Case studies <ul><li>Shared pre-existing case studies </li></ul><ul><li>Each partner also uses pre-existing games in new setting </li></ul><ul><li>Warwick using Juggler and ChanceMaker microworlds </li></ul>
    10. 12. Case study methodology <ul><li>Questionnaires for teachers </li></ul><ul><li>Observe classroom interactions </li></ul><ul><li>Interview teachers about process of </li></ul><ul><ul><li>Selection of game </li></ul></ul><ul><ul><li>Creation of learning activities around game </li></ul></ul><ul><ul><li>Issues around deployment </li></ul></ul><ul><ul><li>Effectiveness of learning experience </li></ul></ul>
    11. 13. Initial findings <ul><li>Literature review – </li></ul><ul><li>Educational context / supporting learning activities highly important </li></ul><ul><li>“ A game is just an excuse for debriefing” </li></ul><ul><li>Time in classroom needs to be focused on curriculum content, not in learning the game </li></ul><ul><li>Wide variety of barriers that need to be addressed </li></ul>
    12. 14. First impressions <ul><li>Deployment occurring throughout June. Initial feedback includes </li></ul><ul><li>Difficulties with installing game and platforms </li></ul><ul><li>Games expected to be intuitively obvious to use </li></ul><ul><li>Cannot always see alignment with curriculum </li></ul><ul><li>Enthusiasm for concept of gaming to support education </li></ul><ul><li>Value of having tips for classroom activities </li></ul>
    13. 15. Caveats <ul><li>Self-selected sample </li></ul><ul><li>Highly interpretivist </li></ul><ul><li>Small sample size </li></ul><ul><li>Short time-scale </li></ul><ul><li>Not generalisable </li></ul><ul><li>Aim is to identify potential issues </li></ul>
    14. 16. Next step <ul><li>Develop design patterns </li></ul><ul><li>Identify characteristics of games and their deployment </li></ul><ul><li>Identify relationships between characteristics </li></ul><ul><li>Look for elaborations and instantiations </li></ul>

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