2012-07-03 Fisser Voogt Bom IFIP Taaltreffers


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2012-07-03 Fisser Voogt Bom IFIP Taaltreffers

  1. 1. Implementing a Serious Vocabulary Game for Primary School Underachievers Petra Fisser, Joke Voogt & Mila Bom University of Twente, Curriculum Design & Educational Innovation IFIP Working Conference 3 July 201209/07/2012 Title: to modify choose View then 1 Heater and footer
  2. 2. This presentation… Something about  primary school underachievers  vocabulary education  serious game “Word Score”  findings from our project Questions for you!  Experiences with serious games?  Experiences with under achievers & vocabulary education?  Experiences with under achievers & games?
  3. 3. Our Context 5 schools in the region of Twente, the Netherlands relatively high population of pupils who are underachieving in reading and mathematics participating in the project Educational Time Extension (ETE)  Dutch national project of the Ministry of Education  stimulates primary schools to fight underachievement by  focusing on pupils from upper primary schools that are underperforming  extending regular teaching time for reading and mathematics through summer schools, weekend schools or extending a regular school day
  4. 4. Our Context Pupils who are selected to participate in ETE:  pupils with a low sore on literacy and mathematics tests  but also underachievers which might be in fact so-called "high potentials“ N Respondents 46 Pupils ETE: experimental group 36 Pupils No ETE: Regular class time: experimental group 60 Pupils No ETE: control group 2 Teachers Only present during ETE 6 Teachers Present during teaching time and ETE 2 Teachers Present during regular class time
  5. 5. Word Score & FC Twente Development of Word Score (Taaltreffers) initiated by the Foundation “FC Twente, Scoring in the Community” FC Twente is one of the Dutch professional soccer clubs, has its home in the city of Enschede and has been the national soccer champion Scoring in the Community: a belief that FC Twente should be engaged in society, especially in the direct surroundings of the stadium to enhance solidarity between all “neighbors”  Word Score  Response to vocabulary deficiencies in some of the areas around the stadium where people with a lower socio-economic status live
  6. 6. FC Twente & University of Twente The foundation invited the University of Twente to determine the educational value of the game and to study the implementation issues that are related to using the game in practice Mila
  7. 7. Word Score Word Score Online serious game with supporting educational materials Intended to increase the vocabulary of pupils in primary schools in grades 4-6 (age 9/10-12) in a playful way The students encounter about 400 words, all related to soccer  Journalism  Health & safety  Administration  … For the entire game with the 400 words and the accompanying lessons teachers and students need about 15 hours
  8. 8. Word Score, the game“Can you helpTwente to win thechampionship?” >> Play Word Score
  9. 9. Word Score, the game
  10. 10. Word Score, the game
  11. 11. Word Score, the game Video or picture related to the wordWords that you already haveWords that have to be found “Crowd” means A) Many people together B) Separating home and out supporters C) Notification that tickets are sold out
  12. 12. Word Score, the game
  13. 13. Word Score, the game Very famous FC Twente player!! (talking about a meeting that will take place in room 459)
  14. 14. Didactical design of the lesson activities and the game Word Score and the additional materials are designed with an educational model for learning new vocabulary (Verhallen & Verhallen, 1994)  activating previous knowledge (in class)  giving meaning to new words (in class)  consolidating the new words (in game)  testing if the new words have become part of the daily vocabulary (in game) The game itself is build by a professional company (IJsfontein)
  15. 15. Our study pre-test (vocabulary test and the attitude questionnaire) experimental group played Word Score for four weeks post-test (vocabulary test and the attitude questionnaire) teachers were interviewed a t-test of the different conditions was calculated scores of the experimental and control group were compared the increase in vocabulary per pupil was determined
  16. 16. Results of the studyGroup N Average of good Standard t df Significance Cohens d answers on the Deviation (1-sided) test pre post pre postExperimental 82 26.77 29.13 6.639 7.757 -2.098 162 0.019 * 0.3group (game) ETE 46 29.35 32.52 6.509 6.470 -2.346 90 0.011 * 0.5 Regular 36 23.47 24.81 5.256 7.147 -0.902 70 0.185 class timeControl group 60 30.12 31.53 6.298 6.419 -1.220 118 0.113 * Significant difference
  17. 17. Conclusion Word Score increases the vocabulary of the pupils in the ETE condition The teachers who participated in ETE were very positive about Word Score: learning vocabulary through a serious game has a high potential (they are also eager to participate in the next version of Word Score) The pupils were also enthusiastic about Word Score. They were challenged and motivated by the game
  18. 18. Questions Are serious games such as Word Score an addition to supporting under-achievers or high potentials? Could serious games be a catalyst for children that might not be motivated to learn in more traditional ways? What kind of support do teachers need to implement a serious game such as Word Score? Other questions? Comments? Feedback?
  19. 19. Further information Petra Fisser, p.h.g.fisser@utwente.nl Joke Voogt, j.m.voogt@utwente.nl Mila Bom, m.v.bom@student.utwente.nl for the Dutch people: www.taaltreffers.nl