NALS 2007 - Game Design as an Educational Pedagogy


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Clesson, K., Adams, M. & Barbour, M. K. (2007, October). Game design as an educational pedagogy. Paper presented at the annual National Association of Laboratory Schools Symposium, Johnson City , TN.

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  • By the time they graduate high school, it is estimated that…
  • When was the last time your students described school as fun?
  • Describe the class
  • Control group reviewed by writing a newspaper or magazine article, a literary review, a diary of one of the main characters; by creating a PowerPoint presentation on the production history; performing a scene from the novel; creating a montage with information about three of the characters; staging a modern-day talk show that drew from the characters and plot of the novel; or drawing a graphic novel version of one of the scenes or acts. Treatment group reviewed by creating PPT Games on a different act from the novel, with one group assigned the characters and another group assigned the dramatic terms in the novel.
  • Essentially our research question was “Is there a difference in students improvement when you use PPT games?”
  • While there was no statistically significant difference when the student scores were run through SPSS, if you look at the descriptive statistics there was a slightly larger increase in the improvement of the students scores in the experiment group.
  • We believe this is because homemade PowerPoint games allow students to construct their own knowledge more than other forms of technology integration. We also believe that it is the process of game design, and not the homemade PowerPoint game itself, that allows for this knowledge construction. In an effort to continue to increase the amount of data we have collected, and to see if this hypothetical extrapolation will hold true as the sample size increased, we will continue to collect data again this year.
  • For more information about the Homemade PowerPoint Games project.
  • If you’d like to contact us.
  • NALS 2007 - Game Design as an Educational Pedagogy

    1. 1. Game Design asEducational Pedagogy Kathy Clesson & Meghan Adams University High School – Normal, IL Michael K. Barbour Wayne State University Detroit, MI
    2. 2. Video Games & Digital Media • Today’s student has: – spent fewer than 5,000 hours of their lives reading – more than 10,000 hours playing video games – another 10,000 on their cell phones – more than 20,000 watching television Prensky (2006)Prensky, M. (2006). Don’t bother me mom – I’m learning! St. Paul, MN: Paragon House.
    3. 3. What Does School Have To Offer?Thursday - January 18, 2007
    4. 4. An alternative Pedagogy• schools typically have access to PowerPoint• teachers already have some facility with the tool• students are also familiar with the tool• everyone would like to be Its better because its homemade! able to use it for more than just another PowerPoint presentation
    5. 5. British Literature Project• 2 sections of the same course – approximately 20 students in one section (treatment) – approximately 15 students in second session (control)• taught essentially an online course in a laptop supported environment• unit on Shakespeare, comprising of two novel studies
    6. 6. The Study• Conducted on the second novel study• Control Group – students worked in small groups to review the novel by using traditional methods the teacher has used in the past• Treatment Group – worked in groups to create PPT Game
    7. 7. Methodology• used scores from the first novel study exam as pre-test scores• used scores from this second novel study as post-test• compared improvement of student scores in the treatment group with the control group
    8. 8. Findings• from a statistical standpoint, there were no significant difference in student performance (F value = 0.090 / α = 0.766)Summary of Student Performance Data Control Group Experiment GroupPre-Test 78.83% 76.61%Post-Test 85.14% 84.36%Average Difference + 6.32% + 7.75%
    9. 9. Conclusions• homemade PowerPoint Games can be as effective a pedagogical strategy as the other learning activities commonly utilized• very small sample size (n=35)• extrapolate out the same difference in scores over a sample of 700 the difference in improvement becomes statistically significant
    10. 10. Its better because its homemade!
    11. 11. Contact InformationKathy Clesson Teacher University High School – Normal, IL kmcless@ilstu.eduMichael K. Barbour Assistant Professor Wayne State University – Detroit, MI