Game-based learning in schools
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Game-based learning in schools – A teacher survey. DPU. National Conference on Game-Based Learning. 16th May 2011.
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Digital game-based learning (DGBL) incorporates educational content into video games to engage learners by drawing on constructivist learning theory. DGBL mirrors how the human brain learns through experiences and simulations, providing motivation and fun for 21st century learners. While some educators have misconceptions that games are too violent, a waste of time, or don't align with curriculum, the document provides strategies for finding appropriate browser-based instructional games to incorporate into lessons.
Harness the Power of Digital Learning with Gaming
Dr. Julie Evans presented key findings from Project Tomorrow's Speak Up research on digital learning. The research found that students, educators, and parents agree that new types of learning experiences are needed to prepare students for the future, such as game-based learning, maker spaces, and experiential learning. Students want learning that is social, untethered, and digitally rich. They are interested in learning skills outside of school that will help their future plans and are taking control of their own educational destinies. Teachers are increasingly using digital games and content in the classroom, which research shows increases student engagement, addresses different learning styles, and helps students develop critical thinking skills.
Game based learning
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
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Game-based learning in schools
- 1. Game-based learning in schools - A teacher survey PhD, Cand. Psych. Simon Egenfeldt-Nielsen Assistant Professor IT-University Copenhagen CEO Serious Games Interactive16. maj 2011 DPU sen@seriousgames.dk +45 40 10 79 69
- 3. PhD Games & learning
- 7. SIREN – Conflict resolution EU project
- 8. Educational potential of video games: GC: Palestine
- 9. Research project: Serious Games on a Global Market place
- 10. PlayMancer – Serious Games for Rehabilitation
- 12. 20 employees located in Copenhagen
- 13. Clients: Danida, Amnesty, Lego, Nykredit, Novo Nordisk & UNICEF
- 15. Methods & Participants
- 17. Teaching with computer games: Use computer games as leverage in the teaching of existing themes, concepts and methods from the curriculum in play.
- 19. Methods & Participants
- 21. Phone call
- 22. Follow-up email
- 24. Phone call
- 26. Participants Teaching Grade level Subjects taught Good representation of different subjects, teacher experience and grade level
- 28. Methods & Participants
- 30. Adaptation in teaching 2 DK Teacher use games for longer DK Teachers find optimal use requires more lessons 26% DK teachers use games more than 2 lessons. Worldwide only 8,1% does. Typical duration of teaching game session Optimal duration of a teaching game session
- 33. Attitudes & Reasons Reasons for teaching with games DK Female teachers prefers games for variety Four times as many DK Teachers use games to get better learning More than 55% of teachers use games because of engagement and variety.
- 35. More female teachers worried about barriers: equipment, setting and own knowledge.
- 37. There is a quality challenge according to especially male teachers
- 40. This tendency is more marked in DK.
- 42. Why don’t use games - Continued Attitude towards teaching with games In general teachers are focused on lack of knowledge and having a difficult time connecting games and learning in a ‘hostile’ environment. Very few dismiss games out right, but have valid reservations. Are you considering using games in your teaching? Top 4 – selected barriers (top1) My own lack of knowledge Limited relevance to syllabus Inappropriate physical surroundings Problems with computer equipment
- 43. Subject differences Adaptation of games Adaptation is higher among math teachers than language teachers even though language teacher find better learning outcomes Learning outcomes
- 44. Contact info Company details Serious Games Interactive Griffenfeldsgade 7A, 4. floor DK - 2200 Copenhagen N www.seriousgames.dk My details: Simon Egenfeldt-Nielsen sen@seriousgames.dk | +45 40 10 79 69 www.egenfeldt.eu © Serious Games Interactive