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Fhs talk

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Fhs talk

  1. 1. “More than eight in ten (83%) young people have avideo game console at home, and 56% have two ormore."--Gen M: Media in the Lives of 8-18 Year-olds (Executive Summary, p. 36)
  2. 2. As of 2010
  3. 3. Platform
  4. 4. The market• Actual market in 2009– 52 Billion– Growth actually closer to 25%• 2014 Projection– 86 Billion– Projected growth of 9.4%• Serious games projection– 400 to 500 MillionPrice WaterhouseCooper, 2007
  5. 5. Games Club for ReadersRead Aloud Play AloudDubbels, B.R. (2008) Video games, reading, and transmedialcomprehension. In R. E. Ferdig (Ed.), Reference. Information ScienceHandbook of research on effective electronic gaming in education.Dubbels, B.R. & Rummell, A. (2008) Observations on the explorationof comprehension as transmedial. National Reading Conference.
  6. 6. Motivating:Obesity & Bone Density• Importance of mechanical loadingin promoting bone health.Activities such as jumping andgymnastics exert the kind of highimpact force that develops bone.• Regular & Sustained High ImpactForceDubbels, 2008, 2009
  7. 7. Curriculum DesignDubbels, 2010
  8. 8. INSTRUCTION AND PURPOSETexts and Multimodal NarrativesWalkthroughWord ProblemMultiple Choice
  9. 9. Research Questions1. Will a video game that emphasizes sensorimotorexperience provide greater recall and problemsolving as compared to viewing a video, orreading a printed text?2. Will performance in the reading conditionimprove if it follows the game or the viewingcondition?3. How does the identification of causation predictbuilding a mental representation and problemsolving?
  10. 10. Assessment Criteria & Mechanics• Games assess, measure, and evaluate by their very nature.• Outcomes from scoring criteria can provide evidence forassessment and diagnosis.• Evidence is only as good as the scoring criteria.• Evidence should constitute measures that support transfer oflearning.
  11. 11. Comparison of studentperformance GrowthThe categories for 05-06 performancewas based upon the Minnesota BasicSkills TestThe 06-07 scores were based upon theMCA2All students were taught by oneteacher each year.I taught the 06-07 year using a muchharder test with an emphasis ongames and play.Specifically: Games unit, multimediaunits, sketch up, Etc.
  12. 12. Comparison of studentperformance 8 to 8The categories for 05-06 performancewas based upon the Minnesota BasicSkills TestThe 06-07 scores were based upon theMCA2All students were taught by oneteacher each year.I taught the 06-07 year using a muchharder test with an emphasis ongames and play.Specifically: Games unit, multimediaunits, sketch up, Etc.
  13. 13. Tell me and Ill forget;show me and I may remember;involve me and Ill understand.Confucius (450BC)
  14. 14. Functional EquivalenceModality-specific states are partiallycaptured in online experienceSimulations – Reenactmentsunderlie imagery
  15. 15. Comprehension AnalysisEvent Indexing Situation Model
  16. 16. Causal network analysisEpaminondas Story Epaminondas StoryVan den Broek, et al. (2005, p. 112-13)
  17. 17. Non-traditional Narrative for Assessment
  18. 18. How do we build a comprehension model?Comprehension Model• A spatial-temporal framework– spatial locations, time frames• Entities– people, objects, ideas,• Properties of entities– color, emotions, goals, shape, etc.• Relational information– spatial, temporal, causal, ownership, kinship, social, etc.Literary Elements• Character/ Characterization• diction• Plot• Setting• Point of View• Theme• Tone• Voice• Word choice
  19. 19. Setting• Urban middle school in the Minneapolis Metropolitan Area• 77 percent qualified for free and reduced lunch (101) and the remainder (31)either did not qualify or did not report their socio-economic status.• This school has 33 eligible groups and has met 69.7% of the requirements forAdequate Yearly Progress under No Child Left Behind• 2% American Indian, 9% Asian, 21% Black, 34% Hispanic, and 35% White.– 30% of students are limited English proficient;– 14% are listed as special education;– and 61% qualify for free and reduced lunch.– It is an open enrollment public with 8% transferring to this school, and 13% leaving.
  20. 20. Research Design• This was an experimental study with studentsrandomized into six different media orders,consisting of:
  21. 21. Sample58 females / 74 malesEthnicityHispanicAfricanAmericanCaucasionEastAftricanGrade Level6thgrade7thgrade8thgrade
  22. 22. Prior Knowledge & WM Inventory8/ 4/ 10 1:15 AMhttps:/ / sewardsurvey.mpls.k12.mn.us/ Print.aspx?SurveyID= 121&Title= Y&Breaks= N&AllPages= Y&Pages=Page 1 of 3Physics Targets Survey 1Page 11. What is velocity?*A rate of increase of velocitySpeed: distance travelled per unit timeVelocity is a novel by Dean Koontz first published in 2005. Set in Napa County, California, it isabout a man in his thirties who takes the law into his own hands when, out of the blue, he isthreatened by an anonymous adversary.An increase in rate of change; "modern science caused an acceleration of cultural change2. What is acceleration?*A straight line segment whose length is magnitude and whose orientation in space isdirection.The rate of change of positionA variable quantity that can be resolved into components.To cause to move faster; to quicken the motion of; to add to the speed of.3. What is a vector?*Someone who is victorious in a race or competition.A line between two points whose length is magnitude and coordinates orient the linesdirection.The rate of change of positionSpeed: distance travelled per unit time4. What is a time interval?*A whole numberA straight line segment whose length is magnitude and whose orientation in space isdirection.The amount of time it takes to go from to eternity.a definite length of time marked off by two instants—a start and beginning5. What are coordinates?*A set of numbers on a map used to find the distance from a specific place, also known as theorigin. In a Cartesian coordinate system, theres an "x,y"A rate of increase of velocityA straight line segment whose length is magnitude and whose orientation in space isdirection.a whole number• The PsychExperiments Numerical MemoryExperiment employs a similar format to DigitSpan tasks found in such instruments as theWAIS-III, while comparing the individual’s short-term memory for digits presented in an auditoryvs. visual format.• The rational of for this type of task is that is agood measure of short-term auditory memoryand attention. Because auditory informationmust be recalled and repeated orally in theproper sequence, the digit span task is oftendescribed as a sequencing task (Sattler, 1992).
  23. 23. Pre-Experimental DataWorking memory – normalCut Score – does not meet expectations /Partially meets expectationsPrior Science – 15%Prior Skate – 16%
  24. 24. Media PreferenceN = 132GamesVideo/TVBooks/ Reading
  25. 25. Comprehension00.10.20.30.40.50.60.70.80.91Goals Causation Space Time CharacterGameVideoText
  26. 26. Problem Solving00.511.522.533.5Word ProblemGameVideoText
  27. 27. Multiple Choice01234Recall & LocateIntegrate &InterpretGameVideoText
  28. 28. Reading Order—Dimensions00.10.20.30.40.50.60.70.80.9FirstSecondThird• (GLM (F (10, 248) =104.4) p= .000) PE= .81, OP= 1.0.*A large, or clinical effect is .8.
  29. 29. Media Specific Influence Across OrderReading Dimensions
  30. 30. Across Reading—Word Problem• (GLM (F (2, 129)=79.9) p= .000).00.511.522.533.5Word ProblemFirstSecondThird*A large, or clinical effect is .8.
  31. 31. 3.2 Word ProblemReading Condition - Across Order
  32. 32. Reading Order—NAEP CogTargets• Integrate & Interpret– (GLM (F (2, 129) = 13.85) p= .000)00.511.522.533.544.55Locate &RecallIntegrate&InterpretFirstSecondThird*A large, or clinical effect is .8.• Integrate & Interpret– (GLM (F (2, 129) = 13.85) p= .000)
  33. 33. Affect of Specific Media onMultiple Choice Across Reading00.511.522.533.544.5Locate &RecallIntegrate&InterpretGame to TextVideo to text
  34. 34. Role of Causation• How does the identification causation predictbuilding a mental representation and problemsolving?– (GLM (F (4, 127)= 299.25) p= .000) PE= .91, and OP= 1.0– Game and Text (Mdiff= .47, p= .000);– No significance from Video to Text (Mdiff= .06, p= .34);– Game to Video (Mdiff= .41, p= .000).
  35. 35. Take Home• How a games is embedded in the curriculum isimportant in providing practice andknowledge building?• The game should connected to criteria fortransfer and to inform traditional academiclanguage and concepts?• Learning game development is different, andshould follow a different development arc.

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