Frequency 1550: Optimal Experience through Social Learning
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Here I share a demonstration of Csikszentmihalyi's theory of 'flow' in a city wide learning game in Amsterdam. I talk about the basic elements of flow, and how they were channelled within the game. I finish by discussing some of the challenges technology and social media face within education.
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Frequency 1550: Optimal Experience through Social Learning
- 1. Frequency 1550 Learning the Story of Medieval Amsterdam through Social Connectivism
- 2. Getting With The Flow
- 3. Frequency 1550 Team‟s of 4 students 2 Students man the control center 2 Students work around the town 1x Video phone 1x „Game Phone‟
- 4. Assignments Three component assignments: 1.Orientation 2.Imagination 3.Symbolic Followed by questions requiring CT and HQT to combine their knowledge.
- 5. Quantitative Results Measures supposedly describing flow were systematically recorded. These measures correlated across groups and tasks, and were generally high. But: there was no control group. And no evidence of the reliability of the test.
- 6. Qualitative Results “Generally, the student teams showed flow with the game play” “they were distracted by activities that were focused on solving problems with technology and navigation in the city” The qualitative assessment showed higher engagement in the HQT, although this was not represented in the qualitative data.
- 7. Inter- and intra- team flow Inter-team flow Intra-team flow “Team flow appears to be related to the group performance in the game, but not with student learning outcome.” “the less groups of student were distracted from game play by solving technology problems and the more they were engaged with competition with other student groups, the more students appeared to learn about the medieval history of Amsterdam” Boys with toys Wholesome competition
- 8. So Overall? KISS Principle Frequency 1550 was too complicated to harness flow.
- 9. The observations show that during the introduction of the game most students paid attention to the procedures and the technology of the game and did not take the story (of earning citizenship of Amsterdam) too seriously. One of the reasons might be that students were often just told to gather as much points as possible, with no reference to earning civil rights.
- 11. References Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194. See also http://freq1550.waag.org Question time!
Editor's Notes
- Brief explanation, if you want to know more, read my blog.
- Pointers of the gameSet in year 1550Become a citizen of Amsterdam, by earning 366 days of BurghershipCity of Amsterdam ‘becomes a medieval playground’City teams become either ‘beggars’ or ‘merchants’City teams complete location based media tasksExplore, map, master and learn themePhones display medieval map of AmsterdamControl centre team has real map, internet, GPS location.HQT guides to locations and through learning tasks6 themes: labour, religon, trade, rules and government, knowledge and defenceVideo clip plays when CT enters area.Clip hints words to help with challenges, sounds provide a mediated taste of medieval life. It finally points a clue to where the assignment could be found.
- Orientation AssessmentDesigned to create environmental awarenessAct or filmHQT do research on the internet to understand the location and que the CT to act out the moment. E.g. the Pilgrim routeHQT need to look up the route, the names of pilgrims and the reward for completing the pilgrimage. Imagination AssessmentFire testSymbolic assessmentStudents must resolve the meaning of a symbol, CT takes a picture, HQT’s resolve the matter using interent searches. Points (Days of Burghership) are awarded. Presentation is given at end of day by students.
- These could, and probably do show that flow was taking place, but what it only shows for sure is that they were engaged. The fact that it described how they were chasing the points suggests they were not acting out of intrinsic motivation, but still chasing carrots.
- Did flow happen or not?Noone really knows.High and steady scores on ‘items describing flow’. But no controls!(on 5-point Likert scales with 1 = not at all and 5 = very often/verystrong). IAll table 3 shows is that most students handled the same tasks in the same way.
- The fact that it described how they were chasing the points suggests they were not acting out of intrinsic motivation, but still chasing carrots. So now, educationally, flow didn’t happen. They were engaged, but whether that engagement was flow (the sort you get from playing angry birds) or chasing sticks, is irrelevant.
- A noble effort to try operationalise and use flow.Too complicated. Too resource heavy – that was one day in their higher education. Solution: Tools such as twitter or google are more accustomed to simplistic activities, where it is academic learning that ‘flows’, not being a techie.