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E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments


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Barbour, M. K., Kinsella, J. & Rieber, L. P. (2007, October). PowerPoint games in K-12 e-learning environments. Paper presentation at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Quebec City , QC.

There is no denying the success and popularity of WebQuests among teachers. WebQuests are very creative and very useful. For those of us interested in technology integration in the schools, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction (albeit some teachers have students create their own WebQuests). We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software tool and PowerPoint games are already a familiar part of many classrooms, though usually in the form of already existing games (such as Jeopardy) that a teacher modifies for instruction. This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of their mid-term examination.

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E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments

  1. 1. in a K-12 e-Learning Environments Michael K. Barbour Wayne State University - Detroit, MI Jim Kinsella University High School – Normal, IL Lloyd P. Rieber University of Georgia - Athens, GA
  2. 2. The K-12 ClassroomPeoria Christian School Middle School in Maine(circa 1950) (circa 2005) Images from and
  3. 3. An Exception• WebQuests -• a creative instructional strategy that guides students through a set of specific tasks, using pre-selected resources, to complete an assignment• based on what teachers already do – design instruction for students – use Internet resources – make good use of student time• teachers feel good about integrating technology into their classroom
  4. 4. Another Exception• 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. University High Projects• US Studies• British Literature
  6. 6. Creating a PPT Game1. Introduce PPT games2. Sharing game ideas and stories3. Different levels of questioning4. Create prototype of the game5. Peer review6. Share games with the class
  7. 7. Methodology• US Studies: multiple- choice questions• British Literature: essay-style questions
  8. 8. US Studies Findings• from a statistical standpoint, there were no significant difference in student performance (F value = 1.324 / α = 0.253)Student Average Scores By Class By Topic On Mid-Term Exam Class 1 Class 2 TotalExam Score in Game Area 5.76 4.72 5.35Average Exam Score in Non-Game 5.10 4.71 5.01Areas
  9. 9. British Literature 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%
  10. 10. Conclusions• PPT Games were as effective as the other methods students used to review• both the teacher and the researchers that they enjoyed this activity
  11. 11. Possibilities• very small sample size (n=50 / n=35)• extrapolate out the same performance difference with ten times the sample size the same margin of difference in improvement becomes statistically significant
  12. 12. Future Research• second data set from US Studies course• both teachers have indicated a willingness to participate in similar projects in both the Fall and Winter semesters this academic year
  13. 13. Its better because its homemade!
  14. 14. Contact InformationMichael K. Barbour Assistant Professor Wayne State University – Detroit, MI