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Quest2Teach Instructor Training & Webinar
Quest2Teach is an innovative teacher education program utilizing 3D video game simulations to connect educational theory with practical classroom experience. Through role-playing and problem-solving, students enhance their professional identity and teaching skills while receiving immediate feedback and support in a safe learning environment. Research indicates significant improvements in student engagement, confidence, and the ability to handle real-world teaching challenges.
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Quest2Teach Instructor Training & Webinar
- 1. Quest2Teach: The Impactof Games To Bridge Theory and Practice in Teacher Education ANNA ARICI, SASHA BARAB, ANNEMARIE COMES ADAM INGRAM-GOBLE, JULI JAMES, MICHAEL GARCIA SHERRY THURSTON & KAT DUTCHIN CENTER FOR GAMES & IMPACT MARY LOU FULTON TEACHERS COLLEGE ARIZONA STATE UNIVERSITY
- 2. Awards and Accolades •The Cooney Center (Sesame Workshop) chose Quest2Teach as the first in their documentary series of the Top 5 innovations in Teacher Education. • Presidential Award for Innovation at ASU • Documentary on the Games & Learning website • Featured innovation at New Media Consortium • Featured curriculum at Institute of Play • Featured curriculum at Game.Play.Learn. • Top 3 at Games Learning Society’s International game competition
- 3. www.quest2teach.org Quest2Teach is aseries of 3D video game-simulations and a professional network designed for teacher education, to help bridge between educational theory and classroom practice.
- 4. In Quest2Teach, studentscreate a professional avatar, play out roles, solve complex problems, fail safely, and see the impact of their decisions. They become the protagonist in their own teaching narrative.
- 5. Protagonist in anuanced and authentic Narrative
- 7. • ‘Learning bydoing’ isn’t new, but technology is giving educators around the world unprecedented access and avenues to engage their students’ in meaningful ways. “a communicative action or activity involving two parties or things that reciprocally affect or influence each other— changing both.” Transactive Learning John Dewey
- 8. Transformational Play an experientialstate that involves: (a) projection into the role of a character who, (b) is recruited into a partly fantastical problematic context, (c) must apply conceptual understandings, (d) to transform the context, (e) and, ultimately, oneself. It involves positioning … • Person With Intentionality • Content With Legitimacy • Context With Consequentiality (Barab, Gresalfi, & Arici, 2009 Barab, Gresalfi, & Ingram-Goble, 2010)
- 9. Learning scientists Game designers,publishers Donors, domain experts, educators Multi-Stakeholder Collaboration
- 10. Matriculation: New StudentsEnter the ‘Nexus’ 3D Hub
- 11. One game persemester, embedded in a related MLFTC class, guided by instructor.
- 12. Small “g” games Our‘video games’; self-contained and completeable; optimized to engage learners in a particular educational theory in a safe, simulated and structured environment. An open-ended, flexible ‘meta-game’ structure and affinity spaces that foster locally-driven extensions and adaptations in support of real- world goals and outcomes. • Data and Analytics Dashboard • Social Communities/Affinity Spaces/Network • Learning trajectories and gamification layers • Smart/Modding Tools Big “G” game (A distinction from CGI co-founder Jim Gee)
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- 14. Q2T Scope &Sequence for MLFTC Major Maps Two class periods Day 1: Approx 30 mins, Intro and gameplay Day 2: Approx 10-30 mins, Debrief and reflection Materials Needed: Students registered with Q2T logins, game downloaded on computers, power cords, internet connection.
- 15. Problem Scenario: Pedagogical Differenceswith your Mentor
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- 18. Consequences of yourDecisions
- 19. Students get ImmediateFeedback
- 20. • In-game tools helplearners interrogate and interpret the scenarios and theories • No single ‘correct’ game interpretation • Players can flag and question the game scores • Means for deeper discussion of the theories
- 22. Games for Learningaren’t software, they’re curricula… All of the games we create are maximized when driven by an instructor, within a blended course framework, with some elements student-directed and some instructor-guided, and all being applied towards their real world experiences.
- 23. Teacher Toolkit &Dashboard
- 24. Quest2Teach International Network forPre-Service Teachers Mary Lou Fulton Teachers College, ASU, Arizona Dublin City University, Ireland University College Copenhagen, Denmark University of Foggia, Italy The Joan Kanz Cooney Center, NYC
- 25. Research Findings Our TeachersCollege Demographic data showed: • Most common use of computers was for homework or social networks. • Only 9% reported that they only played video games 1-5 hours/week. (Compared with 70% nationally, across all majors) • 87% of students indicated that they rarely played video games. • Only 5% described themselves as a ‘gamer’ Digital natives are Not always Gamers N= ~800 pre-service undergraduate students
- 26. Positive Results • Significantlearning gains and increases in engagement across the board. • 62% of students said the game helped them to see themselves more as a professional teacher, not a student. • 45% of students reported the game helped increase their level of confidence in their future teaching ability. • 52% of students indicated that the games helped increase their commitment to future teaching.
- 27. Research Findings • Comparisonstudy: – Control group: “I learned a lot about professionalism, and became aware of why its important.” – Game group: “This game allowed me to practice how to be respectful in a disagreement, it gave me skills in interpersonal relationships and how to work better with others.”” • Passive recipients vs Active protagonists
- 28. Findings: Authentic practice Studentsfelt better equipped to handle difficult interactions in the real world. “I like how this game gave us scripts for handling conversations. Sometimes we know what we’re supposed to say but it’s hard to find the words. It was great just reading the various options and seeing there are a lot of different ways to approach it.” Students said that the game felt more real than the role play they did in class (around student mentoring) because they knew their fellow students would basically follow a supportive and predictive script.
- 29. Findings: Identity asa Professional Game role supported Identity shift from Student to Teacher “This was a significant shift out of not being a student anymore, you know? We are in the professional world now, and we need to see ourselves as teachers. This game was like a shift into ‘the real life’, and people can relate to these struggles.”
- 30. Findings: Relevance toReal World “I just want to say that I definitely give a lot of points for relevance, because a lot of these situations were like things that I’ve already experienced. I was immediately able relate to some of these situations.” Unlike the real world, students really appreciate the ability to fail safely, play again to see different outcomes, and gain extra practice and fluency in these ideas before student teaching.
- 31. Lessons Learned: Ecologyof Implementation Some students initially need more support with Technology • Reframing gaming as a ‘simulation’ (instead of a video game) went far in shifting reactions from hesitancy to enthusiasm. • We built in explicit supports in the 3D worlds, with tutorials initiated through player inactivity, and guidance from in-game characters, but they quickly became adept. Scope and Sequence in Program: ‘Just-in-Time’ vs. ‘Just-in-Case’ • Very different reactions from students in their 1st semester vs Student teachers when playing the Professionalism game. First semester student: “I would never have a conflict with my mentor. I’m just going to roll over and do whatever she says.” Student Teacher reaction: “I don’t think if we played this last semester or last year, any one of us would have taken it as seriously, but now we know, this is for real!”
- 32. Lessons Learned: Ecologyof Implementation Network was redundant with their own • They already had a (more divergent) network created in Facebook • We needed to brainstorm alternative network services we could provide to meet actual needs. Instructor influence • Instructors welcomed and embraced the innovation • The few with negative attitudes passed those on to students • Teacher support and training is essential, and they are eager for it.
- 33. Let’s Play! • Login to Toolkit for all links: • http://research.atlantisremixed.org/arx_web • Enter Q2T Network: • Toggle between ‘Teaching’ and ‘Learning’ in right hand corner. • In Q2T Network: • Accept the Challenge • Complete profile • Break into small groups to play and look through Unit Guides. Play Game! • Return to your Network for Reflection • Teacher Toolkit Overview
- 34. Let’s Play! • Openthe Quest2Teach software on your computer Username/Password: (Your ASURite ID) Both Username and Password are the same! • Create an avatar • Use the arrows to navigate around • Click on people and items to interact
- 35. Network Reflection • Writeyour Post! • Pay it forward with Props!
- 36. Teacher Toolkit • Tabsacross top • Various data analytics available
- 37. Teacher Toolkit • RegisteringStudents • Individually, use the ‘+’ symbol. • Roster Upload: .csv files from blackboard – Log in to your MyASU page (Http://www.asu.edu/myasu) – Go to the ‘Home’ tab and your classes will be listed below. – Click on the folder icon (see blue arrow in image below) and a grey pop-up box will give you 3 choices. Choose ‘View Class Roster’. Click ‘Download’.
- 38. Questions or GuestAccounts? Contact: anna.arici@asu.edu or visit www.quest2teach.org
Editor's Notes
- #5 Mastery approach, they can replay for better outcomes, not graded on final score, but up to instructor.
- #6 What’s exciting about these gaming technologies is that they can create nuanced scenarios, where you are the protagonist with multiple trajectories through the game. Our students love this it’s a great way to engage them.
- #8 Games for learning aren’t based in any particularly new theory. Its really rooted in classics such as Vygotsky and being supported to act a head above yourself, and John Dewey with his ideas of Transactive learning. Chicago school- actually go build a structure. Students would see the outcomes of their actions immediately, which fed back into their understanding of the concept, but also their understanding of who they were in the world. But you can imagine that was hard to sustain. without the insurance liability of arming a classroom full of 10 year olds with hammers and nails.
- #9 To better understand the theories at work in games for learning, we’ve developed the Theory of Transformational Play. We design our games based in these theories.
- #10 So we decided, wouldn’t it be great to not only train teachers in these pedagogies, but to do it in their formative years of training? And also offer it as PD to in-service teachers. At that same time, the dean of ASU’s MLFTC, Mari Koerner was bringing together a stellar team of game scholars and learning scientists, with the goal of infusing innovation to the Teachers College. So 3 years ago, Quest2Teach began to form. Massive collaboration with really bright people, all of whom bring their own toolkits, affordances and expertise.
- #12 Each game is related to a specific theory, which is already part of the teachers college curriculum and standards, and we embed these experiences within their relevant coursework. Brought in content area experts for each of the games
- #13 And that’s really where the bridge from the virtual to real world takes place. Talking about applications, reflections on your own practice, and personal experiences from that local field placement, community and culture.
- #14 Badges aren’t just token rewards, but they unlock new learning opportunities, because you’ve demonstrated your expertise. Give props to others, similar to endorsements in LinkedIn, to highlight that someone is doing really great work. Incredibly motivational.
- #21 Question the dynamics
- #23 We’re acting under the assumption that these games These games are not meant to stand alone or replace anything, but instead to help instructors and faculty engage their students in more meaningful learning.
- #24 No matter how sophisticated the backend management system for teachers, and unit plans we gave them, many teachers would take their students into the computer lab, have them log in, and then they’d go get coffee. And these were really exciting, inquiry-based teachers, who just didn’t understand their new role in these technologies. Another interesting finding, the teachers that typically came to us for games were 10-20 year veterans. Many were too overwhelmed in their early years of teaching to add something novel. The solution? Build these pedagogies and experiences into teacher education.
- #26 Really compelling. design-based implementation research cycles were used to simultaneously inform both learning theory and subsequent design iterations, as well as uncover the best practices for reaching our students with these innovations. Uncovering the optimal ‘ecology of implementation’ to really help our preservice teachers. The good news…. (on next slide)
- #27 What’s really exciting, is that inexperience with games doesn’t matter! They are so bright and capable of learning these new technologies, they just needed the opportunity. The MLFTC provides that now through immersing students in these experiences during their pre-service education.
- #32 What are the best practices for delivering these new innovations? We’ve uncovered an ‘Ecology of Implementation’ or best context and practices for maximizing the take up and impact of these games for our pre-service teachers.