- The document discusses using games-based construction learning in upper primary education. It provides background on the author and introduces programming tools for children like Scratch.
- A survey of teachers found most had used web-based games in class but few had used game construction tools. The author conducted a pilot study introducing Scratch to 60 students aged 8-11 over 8 lessons.
- In the pilot study, most students created basic games demonstrating sequencing and events. Games varied in complexity, with adapted maze games being most common. Overall, the pilot provided initial evidence that game construction can help primary students learn programming concepts.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
Game based learning in Primary math classroomsapfpptshare
Game-based learning is, in short, learning through games. If you take a “game and a concept”, combine the two and you have a game based learning. This can be online (video games) or offline. We are discussing offline games in our session.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
Game based learning in Primary math classroomsapfpptshare
Game-based learning is, in short, learning through games. If you take a “game and a concept”, combine the two and you have a game based learning. This can be online (video games) or offline. We are discussing offline games in our session.
Although digital games can be wonderful tools for K-12 education, most public educators have limited access to computers in the classroom. As scientists/engineers who transitioned to teaching, we utilize simple, affordable tabletop game solutions to help children engage with complex STEM concepts. In this session we will discuss advantages of using tabletop games in the classroom, using our own experience as examples.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
10 lessons learnt in the first ten years of the serious games movement. Sports, Games and Learning – a Serious Games Conference. Internationale filmschule koeln, Cologne, Germany. 17th March 2011.
Although digital games can be wonderful tools for K-12 education, most public educators have limited access to computers in the classroom. As scientists/engineers who transitioned to teaching, we utilize simple, affordable tabletop game solutions to help children engage with complex STEM concepts. In this session we will discuss advantages of using tabletop games in the classroom, using our own experience as examples.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
10 lessons learnt in the first ten years of the serious games movement. Sports, Games and Learning – a Serious Games Conference. Internationale filmschule koeln, Cologne, Germany. 17th March 2011.
Introducing Zondle - Free Games for Learningtutor2u
Zondle is a free web and mobile platform that empowers teachers to engage students and enhance learning.
Zondle empowers teachers: enabling them to create and share educational content to meet the specific learning needs of individual students.
Zondle engages students: motivating them and giving them ownership of their learning, through their choice of web and mobile games.
Zondle enhances learning: consolidating classroom work, preparing for high-stakes tests, all without any marking
Come for the Games; Stay for the Games Research: Undergraduate Games ResearchSeriousGamesAssoc
A case study on implementing an undergraduate games research and scholarship initiative, this talk outlines the formation, initiation, challenges, and future of the Games-Engaged Analysis and Research Group (GEAR) at George Mason University. The talk will address: the challenges and opportunities presented in collaboration between faculty from disparate disciplines; transdisciplinary and humanities approaches to games research; practical concerns involving funding and student participation non-credit-bearing activity, and the benefits of incorporating undergraduate researchers in serious games studies.
Engage Project: Sharing Experience from Game Based Learning Dissemination Wor...eLearning Papers
Author(s): Jose Luis Soler, Gisela Vidal.
Engage Project: Sharing Experience from Game Based Learning Dissemination Workshops
With this contribution, rather than providing definitive solutions, we intend to share knowledge obtained from the cross sectoral implementation of more than 15 workshops carried out as part of ENGAGE portal activities.
Play to Learn, Learn to Play! How and Why Game-Based Learning Works
Description: This workshop will address the ins and outs of game-based learning, including: the characteristics of effective games, the features of games that make them useful learning tools and the best ways to use games in your classroom. Attendees will learn how games cater to active learning experiences; how they safely encourage experimentation, trial and error, and independent learning; how they contribute to personalized learning; and how to use games to increase engagement for students. The workshop will include hands-on gameplay, walkthroughs of games and a breakdown of learning game design. Also included will be a discussion of places to find quality games and strategies to evaluate the best games for your curriculum. The goal of the workshop is to educate participants on important features of game-based learning to make it easier to find, evaluate and utilize games in your teaching.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Presentation structure
• About me
• Introduction
• Programming for Children
• Games-based construction
• Scratch
• Methods
• Results
• Discussion
• Further Work
3. About me
• 3rd
year PhD student
• Have been researching Primary Computing since
honours year
• Have also taught Scratch to 2nd
year pupils
4. Introduction
• Children more accustomed to using technology
at a younger age.
• More utilisation of computer games in schools.
• Introduction of GBL into curriculum. New
Curriculum in Scottish Schools
• Lack of Empirical evidence of GBL in schools
5. Programming for children
• Programming can be taught from an early age.
• Variety of languages aimed at the novice user
such as: Alice, Toontalk, Starlogo, Etoys, Scratch
and Kodu.
• Initiatives such as after school clubs also run to
introduce children to programming.
6. Games-based Construction
• Game construction is one of 3 ways to introduce
games-based learning (Van Eck, 2006).
• Commercial off the Shelf games (COTS)
• Using games specifically created for education
• Use of game construction as an approach to GBL
• Game construction is relatively unexplored within
the classroom (Baytak and Land 2010).
• Game construction becoming more accessible to
young children.
7. Scratch
• Scratch – Drag and drop programming
environment for children as young as 7.
• Has been used as an introduction to computing
in Harvard university.
• Little empirical evidence of use of Scratch in
Primary Education setting.
8. Scratch
• A simple game creation platform using a visual
programming language.
•Developed originally for use in after school computer
clubhouses
10. Curriculum for Excellence
• Reform of Scottish Education – implemented in
schools in 2010 intends to give a coherent
curriculum from 3-18 years old.
• Gives children the knowledge and skills for
learning, life and work.
• Aims to develop four capacities for the children
to become:
Successful learners
Confident individuals
Responsible citizens
Effective contributors
11. Curriculum for Excellence
• Intended to give children the “knowing how”
rather than the “knowing what” to build the four
capacities.
• Done through experiences and outcomes.
• Teachers encouraged to make more use of
different approaches to learning.
• ICT is one of these approaches and the use of the
schools intranet system Glow or GBL are
suggested ways of supporting learning.
12. Teacher views on GBL in the class
• Consolarium’s Impact of Games in the
Classroom project – focused on how console
games were being utilised in schools.
▫ Teachers commented on children being more
motivated and engaged.
▫ Teachers warned games should not be overused
and they do not need to be linked with every
aspect of the curriculum.
13. Teachers views on GBL in the class
• The Games in Schools Project looked at a
selection of schools across Europe (including the
Consolarium’s project).
▫ Teachers found costs, lack of suitable games and
timetabling issues as factors for not introducing
GBL.
• Futurelabs conducted studies in 2006 and again
in 2009 with teachers in England.
▫ Teachers found hardware/software costs and
licensing issues as the main reasons for not
introducing GBL.
14. Methods
• Objectives of research:
▫ Look at what approaches to GBL teachers are
using and compare with the literature available.
▫ Introduce teachers to game making as an
alternative to game playing.
▫ Evaluate pupils’ and teachers experiences of
making games with Scratch.
15. Results of Teacher Survey
• Survey conducted on primary teachers within
Glasgow City Council Area.
• 42 teachers responded from 31 different schools.
• 83% of teachers had used games in the class
▫ 83% web based games – Noah’s Ark, BBC Bitesize
▫ 12% CD-ROMS – Fairytale sequencing, Zoombinis
(the logical journey)
▫ 5% console games – Wii Fit, Just Dance
17. Results of Teacher Survey
• Of the 33 teachers who answered the question of
whether they had used a game creation tool in
the classroom only 5 had.
18. Results of Teacher Survey
• Of the 30 teachers who answered the question of
whether they had created their own game to use
in class only 5 had .
19. Results of teacher survey
• GBL within the four capacities.
• Teachers felt that GBL would be beneficial
overall to developing the four capacities:
▫ 84% agreed it would build Effective learners
▫ 75% agreed it would build Responsible citizens
▫ 100% agree it would build Successful learners
▫ 82% agreed it would build Confident Individuals
20. Results of teacher survey
• The teachers feel that the highest ranking factors
of the benefits of using GBL in the class are that
it transforms learning into an engaging, fun and
motivating experience .
• While they felt finding a suitable game making
tool was the highest ranking obstacle to using
GBL in the class for teachers, with lack of PC’s
and technology second.
21. Results of teacher survey
• Overall the results indicate that while computer
games are being made use of within the
curriculum by primary teachers in Glasgow they
are mainly web based and very few console
based games are being used by the teachers.
• They also show that teachers are not making use
of approaches like game making in the class.
22. Pilot study
• 60 children aged between 8 and 11 from 3 classes
(Primary 4, 5/6 and 6/7) in one school participated
• They undertook lessons in pairs (or groups of 3)
• 8 one hour lessons were delivered
▫ Lesson 1 – Introduction to Scratch
▫ Lessons 2-4 – Creating a simple maze game
▫ Lessons 5-8 – Extending maze game/Creating new
game
23. Game coding scheme
• A game coding scheme was adapted from Denner,
Werner and Ortiz (2011) and refined based on the
programming concepts that can be learned with Scratch
• The coding was split into 3 main categories and 22
subcategories
▫ Programming Concepts
▫ Code organisation
▫ Designing for Usability
• Each game was coded for the presence of each element
(either 0/1) or in some cases the extent to which that
element was used within the categories using a range
from either 0-2 or 0-3.
24. Game Coding
• Programming Concepts category focused on the concepts
that Scratch supports that include:
▫ Sequence
▫ Iteration
▫ Variables
▫ Conditional Statements
▫ Lists
▫ Event handling
▫ Threads
▫ Coordination and Synchronisation
▫ Keyboard Input
▫ Random Numbers
▫ Boolean Logic
▫ Dynamic Interaction
▫ User Interface Design
25. Game Coding
• Code organisation category:
▫ Extraneous blocks
▫ Sprite names (the default is overridden).
▫ Variable names
• Designing for usability category:
▫ Functionality
▫ Goal
▫ Sprite customisation
▫ Stage customisation
▫ Instructions clear
▫ Game originality
26. Results
• During the study 29 games were created by the
groups of children
• The mean game score was 48% and a Kruskal-Wallis
one way analysis of variance test showed no
significant difference in game scores between class
groups (χ2
= 0.072, p < 0.965) or between gender
2
Class Stick with
maze game
Adapt maze
game (change
background
adapt game)
Adapt maze game
(change
background
adapt game to
two player)
Create new game
(come up with
another idea other
than maze game)
P4 0 3 4 2
P5/6 3 1 0 6
P6/7 2 2 0 6
27. Results
• The games varied in their complexity with over 90%
of them using the keyboard or mouse to control the
game with others either not having been completed
or having the user answer questions instead.
• Kruskal-Wallis tests showed no significant
difference in concepts used between class groups (χ2
= 0.176, p < 0.916) or between gender groupings (χ2
= 0.472, p < 0.790). However, Mann-Whitney U test
showed a significant difference between the
concepts used in maze-based games compared to
the original games made by all classes (Z=-2.535, p
< 0.010).
28. Results
Programming Concepts
% of games including programming
concepts
Sequence 93
Event Handling 90
Conditional Statements 86
Threads 83
Variables 72
Coordination and Synchronisation 72
Iteration 55
Keyboard Input 7
Random Numbers 3
29. Results
• 21% of the games included extraneous blocks.
• 72% of the games included meaningful variable
names most games only included a timer,
however some games also implemented a
scoring system as well.
• Only 3% of games had changed the default sprite
name.
30. Results
• Out of the 29 games only 1 had no functionality.
The others had varying degrees with 28% of the
games being fully functional.
Designing for Usability % of games
Functionality 97
Sprite customisation 97
Stage customisation 93
Clear Instructions 86
Game originality 83
Goal 59
32. Game Example 1
• The sprite in the game is controlled by the arrow
keys. Conditions are set that if the sprite touches
the green walls it will bounce off them while the
timer counts down how many seconds left the
user has.
33. Game Example 2
2 Player adapted maze game from the Primary 4 class
34. Game Example 2
• The sprites in the game are controlled by the
arrow keys for player 1 and player 2 used the
w,a,s,d keys.
• There were 2 variables within the game and
while the timer worked the scoring wasn’t
working correctly.
35. Discussion
• Few studies have been undertaken to look at
learning programming concepts through game
construction for children.
• These studies have shown that children are able
to learn programming concepts through game
construction although these have been
conducted mainly after school and little is
known within the classroom setting.
36. Discussion
• The 8 lessons were a basic introduction to game
making with Scratch.
• Most children were successful in creating their
own game.
• With those in the Primary 4 class preferring to
adapt the maze game rather than create their
own.
• 60% of each Primary 5/6 and 6/7 class opted to
create their own game.
37. Discussion
• The concepts most commonly used by the children in their
games were similar to those found in Maloney et al (2008)
▫ Key handling
▫ Iteration
▫ Conditional statements
• Gender groupings did not have a significant effect on the
games created, however the Primary 5/6 class which consisted
of mixed gender groups did have the highest mean score as
well as the most functional games of all 3 classes.
• Similar to the results of Baytak and Land (2011) this study
shows that given a short timeframe children were able to
make progress with Scratch show advances in their
programming skills.
38. Future Work
• Work with more classes (from Primary 4 to
Primary 7) in other schools within Glasgow to
attain further empirical results to produce more
statistically significant evidence.
• Refinement of the instrument of evaluation
through a series of pilot studies.