Game based learning in Secundary Education
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Game based learning in Secundary Education

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Game based learning in Secundary Education Game based learning in Secundary Education Presentation Transcript

  • Game  Based  Learning  in  Secondary   Educa5on:  Geographical  Knowledge  of  Austria   Mar5n  Ebner     Social  Learning,  Computer  and  Informa5on  Services   Mar5n  Schön   Ins5tute  of  Life  Long  Learning   Mar$n  Böckle  (presenter)   Student,  Teaching  Profession,  Informa5cs  -­‐  Geography   1  
  • Web  2.0  Ne(x)t  Genera5on  Learning  ?   2  
  • Source:  hXp://www.flickr.com/photos/ergonomic/3363073562   Digital  Immigrants  /  Digital  Na$ves    „Our  students  changed  radically.  Todays  students  are  no  longer  the  people  our  educa5onal  system  was  designed  to  teach.“  (Mark  Prensky  2001)   3  
  • Game  Based  Learning  (GBL)  •   GBL  •   Support  the  Learning  Process  •   Live  Demonstra5on     -­‐  Concept  of  the  Game     -­‐   Game  Design   -­‐   Didac5cal  Concept     4  
  • Technical  Implementa5on   Murau  -­‐  Points   620   600   580   Points   560   540   520   500   1   2   3   4   5   6   7   8   9  10   12   14   16   18   20   22   11   13   15   17   19   21   23   Number  of  Games   5  
  • Research  Q1:  Does  this  game  lead  to  similar/equal  learning  results  as  tradi5onal  methods?    Are  there  any  disadvantages  for  the  learners  who  used  this  game?      Q2:  Are  the  playing  school  children  learn  the  correct  federal  states  in  an  incident  way?      On  the  basis  of  our  ques5ons  we  formed  hypotheses,  which  we  carefully  proved  by  using  the  iGeo  Applica5on:      H1:  Playing  this  game  leads  to  at  least  equivalent  learning  results  as  the  tradi5onal  method  –  there  is  no  disadvantage  for  the  learners  who  used  this  game.        H2:  The  info  box  gives  the  student  an  instant  feedback  which  leads  to  an  incidental  learning  effect  of  the  federal  states  of  Austria  where  the  places  are  located.       6  
  • Experimental  Design   Game  Class   Tradi5onal  Class   7  
  • Results   7   6   5   4   3   Increase   2   1   0   0   10   20   30   40   50   60   70   80   90   -­‐1   -­‐2   -­‐3   Number  of  Games   Q1:   Q2:   N Mean Standard Deviation N Mean Standard DeviationGame Class 17 2,65 2,06 Game Class 17 2,70 1,82Control Class 26 1,76 2,84 Control Class 26 1,34 2,39 8  
  • Addi5onal  Findings  -­‐  Report  of  a  typical  gaming  child  (PDF)   9  
  • Discussion  &  Conclusion    -­‐  Mo5va5on    -­‐   Usability    -­‐   Interface  -­‐   Effec5veness    -­‐ Didac5cal  scenario    -­‐  iGeo  –  Classroom  (Video)   10  
  • Ques5ons  ?         boeckle.mar$n@gmail.com     11