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What We Can Learn from Work in "Serious" Video Games - Maya Israel


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What We Can Learn from Work in "Serious" Video Games - Maya Israel

  1. 1. What We Can Learn from Work in “Serious” Video Games Maya Israel, Ph.D. College of Education @misrael09
  2. 2. Roadmap Rationale for (video)gaming in STEM education Preliminary data on gaming Implications for Game Design
  3. 3. Qualifier…I’m talking about video games • BUT…… this is my living room closet. • AND…… Info learned in video game studies can influence tabletop game design!
  4. 4. How Popular are Video Games? Digital games generated $25 billion in sales in 2010 Lenhart, A. (2008) Teens, video games and civics. Pew Internet and American Life Project *Note: error +/- 3 points Anderson, J.Q., & Rainie, L. (2012) The future of gamification. Pew Internet and American Life Project
  5. 5. In general, gaming promotes: • Problem solving • Collaboration • Persistence in the face of frustration • Systems-thinking • BUT….major disconnect between commercial games and educational ones – Engagement gets lost!!!
  6. 6. What we know about STEM education…Many are left behind  STEM=Reading Test  More new vocabulary than in the first year of a high school foreign language course  Complex expository texts that limit of poor readers’ comprehension New information is covered at a rapid pace  Scientific method=Rigid ,multi-step process  Laborious lab reports  If you are not an efficient reader, you won’t likely succeed in STEM
  7. 7. Preliminary Research on Gaming and Struggling Learners Can be more effective than traditional instruction Increases motivation Promotes self-esteem Improves skills for extended periods after the game ends (Beaumont & Sofronoff, 2008) But….data is inconsistent! Accel (Israel, Marino, Basham, & Spivak, in press)
  8. 8. Preferred Method of Learning Science 60 Some preliminary data Percentage of Students 50 IEP For disability 40 Below basic Reader 30 Basic Reader Proficient Reader 20 Advanced 10 Reader 0 No opinion Read Video game Lab Internet Marino, Israel, Beecher, & Basham, 2013)
  9. 9. For example: Cross-Game Study • Study Design: Multilevel Modeling • 366 middle school students across all game conditions • Looked at gender, reading ability, disability, attitudes about science, and attitudes about video games
  10. 10. Results • Students made gains across all gaming conditions, but…. • Reading ability, gender, and attitudes about science influenced outcomes across gaming conditions – Cell Command: Interaction between gender and attitudes about science/interest in STEM careers – Crazy Plant Shop: Disability made a difference – You Make Me Sick!: LOTS of interactions including gender, attitudes about video games, and interactions among gender and attitude variables • WHY???? • Implications for Game Design????