SlideShare a Scribd company logo
Quest2Teach: The Impact of 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
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
www.quest2teach.org
Quest2Teach is a series of 3D video game-simulations and a professional
network designed for teacher education, to help bridge between educational
theory and classroom practice.
In Quest2Teach, students create 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.
Protagonist in a nuanced
and authentic Narrative
Quest2Teach Instructor Training & Webinar
• ‘Learning by doing’ 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
Transformational Play
an experiential state 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)
Learning scientists
Game designers, publishers
Donors, domain experts, educators
Multi-Stakeholder
Collaboration
Matriculation: New Students Enter the
‘Nexus’ 3D Hub
One game per semester, embedded in a
related MLFTC class, guided by instructor.
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)
Q2T Social-Professional Network
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.
Problem Scenario: Pedagogical
Differences with your Mentor
Fantastical mentoring, Just-in-time
Teachers Lounge
Consequences of your Decisions
Students get Immediate Feedback
• In-game tools
help learners
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
Quest2Teach Instructor Training & Webinar
Games for Learning aren’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.
Teacher Toolkit & Dashboard
Quest2Teach International Network
for Pre-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
Research Findings
Our Teachers College 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
Positive Results
• Significant learning 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.
Research Findings
• Comparison study:
– 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
Findings: Authentic practice
Students felt 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.
Findings: Identity as a 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.”
Findings: Relevance to Real 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.
Lessons Learned: Ecology of 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!”
Lessons Learned: Ecology of 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.
Let’s Play!
• Log in 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
Let’s Play!
• Open the 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
Network Reflection
• Write your Post!
• Pay it forward with Props!
Teacher Toolkit
• Tabs across top
• Various data analytics available
Teacher Toolkit
• Registering Students
• 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’.
Questions or Guest Accounts?
Contact: anna.arici@asu.edu or visit www.quest2teach.org

More Related Content

What's hot

Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented Reality: Revolutionary or Disruptor of Training and AssessmentAugmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
SeriousGamesAssoc
 
Unity in the Classroom for Creating VR Sims and Edugames
Unity in the Classroom for Creating VR Sims and EdugamesUnity in the Classroom for Creating VR Sims and Edugames
Unity in the Classroom for Creating VR Sims and Edugames
SeriousGamesAssoc
 
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziPlaying for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
Chrissi Nerantzi
 
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
Cathie Howe
 
What Can We Learn from Games
What Can We Learn from GamesWhat Can We Learn from Games
What Can We Learn from Games
Douglas Kiang
 
Project Connect: Connect and Collaborate Session A- October 1
Project Connect: Connect and Collaborate Session A- October 1Project Connect: Connect and Collaborate Session A- October 1
Project Connect: Connect and Collaborate Session A- October 1
Terri Sallee
 
Kinect in Education
Kinect in EducationKinect in Education
Kinect in Education
Kristin Bockius
 
4. Serious Games: an Introduction
4. Serious Games: an Introduction4. Serious Games: an Introduction
4. Serious Games: an Introduction
UCL Interaction Centre
 
Gamification 101
Gamification 101Gamification 101
Gamification 101
steubner76
 
Designing with Gamification: Tips for Creating Fun & Engaging User Experiences
Designing with Gamification: Tips for Creating Fun & Engaging User ExperiencesDesigning with Gamification: Tips for Creating Fun & Engaging User Experiences
Designing with Gamification: Tips for Creating Fun & Engaging User Experiences
jsteffgen
 
Educational games and simulations
Educational games and simulationsEducational games and simulations
Educational games and simulations
tbfields
 
Simulation Games And Education
Simulation Games And EducationSimulation Games And Education
Simulation Games And Education
Irvin Engle
 
Gamification and GBL Presentation to Unitec
Gamification and GBL Presentation to UnitecGamification and GBL Presentation to Unitec
Gamification and GBL Presentation to Unitec
Paul Pivec
 
Game-Based Learning
Game-Based LearningGame-Based Learning
Game-Based Learning
David Mullich
 
ULEARN13: Game Based Learning
ULEARN13: Game Based LearningULEARN13: Game Based Learning
ULEARN13: Game Based Learning
Stephen Knightly
 
Simulation Program and Instructional Games
Simulation Program and Instructional GamesSimulation Program and Instructional Games
Simulation Program and Instructional Games
Ayrang
 
Learning theories and Serious Games
Learning theories and Serious GamesLearning theories and Serious Games
Learning theories and Serious Games
helenaxe
 
Game Based Learning in New Zealand
Game Based Learning in New ZealandGame Based Learning in New Zealand
Game Based Learning in New Zealand
Stephen Knightly
 
Gamification: Playful Teaching for Generation-X/-Y/-Z/...
Gamification: Playful Teaching for Generation-X/-Y/-Z/...Gamification: Playful Teaching for Generation-X/-Y/-Z/...
Gamification: Playful Teaching for Generation-X/-Y/-Z/...
Alexandru Iosup
 
Minecraft - Where Everybody Knows Your Name
Minecraft - Where Everybody Knows Your NameMinecraft - Where Everybody Knows Your Name
Minecraft - Where Everybody Knows Your Name
Lucas Gillispie
 

What's hot (20)

Augmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented Reality: Revolutionary or Disruptor of Training and AssessmentAugmented Reality: Revolutionary or Disruptor of Training and Assessment
Augmented Reality: Revolutionary or Disruptor of Training and Assessment
 
Unity in the Classroom for Creating VR Sims and Edugames
Unity in the Classroom for Creating VR Sims and EdugamesUnity in the Classroom for Creating VR Sims and Edugames
Unity in the Classroom for Creating VR Sims and Edugames
 
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi NerantziPlaying for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
Playing for change, playshop resources, Dr Jenny Fisher and Chrissi Nerantzi
 
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
Using Game Design & Virtual Worlds for Creation of Interesting & Engaging Lea...
 
What Can We Learn from Games
What Can We Learn from GamesWhat Can We Learn from Games
What Can We Learn from Games
 
Project Connect: Connect and Collaborate Session A- October 1
Project Connect: Connect and Collaborate Session A- October 1Project Connect: Connect and Collaborate Session A- October 1
Project Connect: Connect and Collaborate Session A- October 1
 
Kinect in Education
Kinect in EducationKinect in Education
Kinect in Education
 
4. Serious Games: an Introduction
4. Serious Games: an Introduction4. Serious Games: an Introduction
4. Serious Games: an Introduction
 
Gamification 101
Gamification 101Gamification 101
Gamification 101
 
Designing with Gamification: Tips for Creating Fun & Engaging User Experiences
Designing with Gamification: Tips for Creating Fun & Engaging User ExperiencesDesigning with Gamification: Tips for Creating Fun & Engaging User Experiences
Designing with Gamification: Tips for Creating Fun & Engaging User Experiences
 
Educational games and simulations
Educational games and simulationsEducational games and simulations
Educational games and simulations
 
Simulation Games And Education
Simulation Games And EducationSimulation Games And Education
Simulation Games And Education
 
Gamification and GBL Presentation to Unitec
Gamification and GBL Presentation to UnitecGamification and GBL Presentation to Unitec
Gamification and GBL Presentation to Unitec
 
Game-Based Learning
Game-Based LearningGame-Based Learning
Game-Based Learning
 
ULEARN13: Game Based Learning
ULEARN13: Game Based LearningULEARN13: Game Based Learning
ULEARN13: Game Based Learning
 
Simulation Program and Instructional Games
Simulation Program and Instructional GamesSimulation Program and Instructional Games
Simulation Program and Instructional Games
 
Learning theories and Serious Games
Learning theories and Serious GamesLearning theories and Serious Games
Learning theories and Serious Games
 
Game Based Learning in New Zealand
Game Based Learning in New ZealandGame Based Learning in New Zealand
Game Based Learning in New Zealand
 
Gamification: Playful Teaching for Generation-X/-Y/-Z/...
Gamification: Playful Teaching for Generation-X/-Y/-Z/...Gamification: Playful Teaching for Generation-X/-Y/-Z/...
Gamification: Playful Teaching for Generation-X/-Y/-Z/...
 
Minecraft - Where Everybody Knows Your Name
Minecraft - Where Everybody Knows Your NameMinecraft - Where Everybody Knows Your Name
Minecraft - Where Everybody Knows Your Name
 

Similar to Quest2Teach Instructor Training & Webinar

The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
Arizona State University
 
Quest2Teach Overview for Clinical Experience Instructors
Quest2Teach Overview for Clinical Experience InstructorsQuest2Teach Overview for Clinical Experience Instructors
Quest2Teach Overview for Clinical Experience Instructors
Arizona State University
 
Quest2Teach: 3D Game-based learning in teacher education
Quest2Teach: 3D Game-based learning in teacher educationQuest2Teach: 3D Game-based learning in teacher education
Quest2Teach: 3D Game-based learning in teacher education
Arizona State University
 
Q2 t overview for training instructors
Q2 t overview for training instructorsQ2 t overview for training instructors
Q2 t overview for training instructors
Arizona State University
 
Playing in Class: The Gamification of an Undergraduate Communication Class
Playing in Class: The Gamification of an Undergraduate Communication ClassPlaying in Class: The Gamification of an Undergraduate Communication Class
Playing in Class: The Gamification of an Undergraduate Communication Class
BCcampus
 
Games for Learning – Design Principles for Student Engagement in Blended Lear...
Games for Learning – Design Principles for Student Engagement in Blended Lear...Games for Learning – Design Principles for Student Engagement in Blended Lear...
Games for Learning – Design Principles for Student Engagement in Blended Lear...
DreamBox Learning
 
The Language Campus: Role-Play in an eLearning Environment
The Language Campus: Role-Play in an eLearning EnvironmentThe Language Campus: Role-Play in an eLearning Environment
The Language Campus: Role-Play in an eLearning Environment
eLearning Papers
 
Leanna Prater - Can You Create A Game?: Rethinking Student Assessment
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentLeanna Prater - Can You Create A Game?: Rethinking Student Assessment
Leanna Prater - Can You Create A Game?: Rethinking Student Assessment
SeriousGamesAssoc
 
Real Estate Development Game Test Play
Real Estate Development Game Test PlayReal Estate Development Game Test Play
Real Estate Development Game Test Play
STLLab
 
Class1 dgbl ineducationjhu_summer2013
Class1 dgbl ineducationjhu_summer2013Class1 dgbl ineducationjhu_summer2013
Class1 dgbl ineducationjhu_summer2013
Ryan Schaaf
 
Using Computer Game Design For Learning
Using Computer Game Design For LearningUsing Computer Game Design For Learning
Using Computer Game Design For Learning
Learning and Teaching Scotland
 
Using Social Media to Teach Engineering Process
Using Social Media to Teach Engineering ProcessUsing Social Media to Teach Engineering Process
Using Social Media to Teach Engineering Process
University of Michigan-Dearborn
 
Gameful Learning - Using games & game strategies to engage learners
Gameful Learning - Using games & game strategies to engage learnersGameful Learning - Using games & game strategies to engage learners
Gameful Learning - Using games & game strategies to engage learners
Jason Rosenblum, PhD
 
Intro to Games Based Learning Course
Intro to Games Based Learning CourseIntro to Games Based Learning Course
Intro to Games Based Learning Course
center4edupunx
 
Gaming in education
Gaming in educationGaming in education
Gaming in education
Ryan Schaaf
 
Video Game Integration
Video Game IntegrationVideo Game Integration
Video Game Integration
guest7efb9ac
 
Educational games overview
Educational games overviewEducational games overview
Educational games overview
David Farrell
 
Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)
David Farrell
 
A A E441 Final Presentation
A A E441  Final  PresentationA A E441  Final  Presentation
A A E441 Final Presentation
AmynitpuvansuMark
 
Games for Learning
Games for Learning Games for Learning
Games for Learning
Arizona State University
 

Similar to Quest2Teach Instructor Training & Webinar (20)

The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
The ‘Ecology of Implementation’ for Immersive Games in Teacher Education: Fro...
 
Quest2Teach Overview for Clinical Experience Instructors
Quest2Teach Overview for Clinical Experience InstructorsQuest2Teach Overview for Clinical Experience Instructors
Quest2Teach Overview for Clinical Experience Instructors
 
Quest2Teach: 3D Game-based learning in teacher education
Quest2Teach: 3D Game-based learning in teacher educationQuest2Teach: 3D Game-based learning in teacher education
Quest2Teach: 3D Game-based learning in teacher education
 
Q2 t overview for training instructors
Q2 t overview for training instructorsQ2 t overview for training instructors
Q2 t overview for training instructors
 
Playing in Class: The Gamification of an Undergraduate Communication Class
Playing in Class: The Gamification of an Undergraduate Communication ClassPlaying in Class: The Gamification of an Undergraduate Communication Class
Playing in Class: The Gamification of an Undergraduate Communication Class
 
Games for Learning – Design Principles for Student Engagement in Blended Lear...
Games for Learning – Design Principles for Student Engagement in Blended Lear...Games for Learning – Design Principles for Student Engagement in Blended Lear...
Games for Learning – Design Principles for Student Engagement in Blended Lear...
 
The Language Campus: Role-Play in an eLearning Environment
The Language Campus: Role-Play in an eLearning EnvironmentThe Language Campus: Role-Play in an eLearning Environment
The Language Campus: Role-Play in an eLearning Environment
 
Leanna Prater - Can You Create A Game?: Rethinking Student Assessment
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentLeanna Prater - Can You Create A Game?: Rethinking Student Assessment
Leanna Prater - Can You Create A Game?: Rethinking Student Assessment
 
Real Estate Development Game Test Play
Real Estate Development Game Test PlayReal Estate Development Game Test Play
Real Estate Development Game Test Play
 
Class1 dgbl ineducationjhu_summer2013
Class1 dgbl ineducationjhu_summer2013Class1 dgbl ineducationjhu_summer2013
Class1 dgbl ineducationjhu_summer2013
 
Using Computer Game Design For Learning
Using Computer Game Design For LearningUsing Computer Game Design For Learning
Using Computer Game Design For Learning
 
Using Social Media to Teach Engineering Process
Using Social Media to Teach Engineering ProcessUsing Social Media to Teach Engineering Process
Using Social Media to Teach Engineering Process
 
Gameful Learning - Using games & game strategies to engage learners
Gameful Learning - Using games & game strategies to engage learnersGameful Learning - Using games & game strategies to engage learners
Gameful Learning - Using games & game strategies to engage learners
 
Intro to Games Based Learning Course
Intro to Games Based Learning CourseIntro to Games Based Learning Course
Intro to Games Based Learning Course
 
Gaming in education
Gaming in educationGaming in education
Gaming in education
 
Video Game Integration
Video Game IntegrationVideo Game Integration
Video Game Integration
 
Educational games overview
Educational games overviewEducational games overview
Educational games overview
 
Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)
 
A A E441 Final Presentation
A A E441  Final  PresentationA A E441  Final  Presentation
A A E441 Final Presentation
 
Games for Learning
Games for Learning Games for Learning
Games for Learning
 

More from Arizona State University

EDT 180 Week 11
EDT 180 Week 11EDT 180 Week 11
EDT 180 Week 11
Arizona State University
 
EDT 180 week 10
EDT 180 week 10EDT 180 week 10
EDT 180 week 10
Arizona State University
 
Web2.0
Web2.0Web2.0
Digital photo editing
Digital photo editingDigital photo editing
Digital photo editing
Arizona State University
 
Glogster ppt
Glogster pptGlogster ppt
Unit 3 social media and power point
Unit 3 social media and power pointUnit 3 social media and power point
Unit 3 social media and power point
Arizona State University
 
Copyright, fair use & public domain
Copyright, fair use & public domainCopyright, fair use & public domain
Copyright, fair use & public domain
Arizona State University
 

More from Arizona State University (7)

EDT 180 Week 11
EDT 180 Week 11EDT 180 Week 11
EDT 180 Week 11
 
EDT 180 week 10
EDT 180 week 10EDT 180 week 10
EDT 180 week 10
 
Web2.0
Web2.0Web2.0
Web2.0
 
Digital photo editing
Digital photo editingDigital photo editing
Digital photo editing
 
Glogster ppt
Glogster pptGlogster ppt
Glogster ppt
 
Unit 3 social media and power point
Unit 3 social media and power pointUnit 3 social media and power point
Unit 3 social media and power point
 
Copyright, fair use & public domain
Copyright, fair use & public domainCopyright, fair use & public domain
Copyright, fair use & public domain
 

Recently uploaded

Power of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
Power of Ignored Skills: Change the Way You Think and Decide by Manoj TripathiPower of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
Power of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
Pankaj523992
 
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
Alvaro Barbosa
 
RDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEWRDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEW
Murugan Solaiyappan
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
lakitawilson
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
Celine George
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
Celine George
 
Introduction to Google Productivity Tools for Office and Personal Use
Introduction to Google Productivity Tools for Office and Personal UseIntroduction to Google Productivity Tools for Office and Personal Use
Introduction to Google Productivity Tools for Office and Personal Use
Excellence Foundation for South Sudan
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
UmeshTimilsina1
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
Celine George
 
DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008
Glenn Rivera
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
Association for Project Management
 
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
SSRCreations
 
MVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHatMVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHat
Scholarhat
 
The Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdfThe Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdf
luzmilaglez334
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
Celine George
 
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
artenzmartenkai
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
SarahAlie1
 
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptxSD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
elwoodprias1
 

Recently uploaded (20)

Power of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
Power of Ignored Skills: Change the Way You Think and Decide by Manoj TripathiPower of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
Power of Ignored Skills: Change the Way You Think and Decide by Manoj Tripathi
 
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...
 
RDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEWRDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEW
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
 
Introduction to Google Productivity Tools for Office and Personal Use
Introduction to Google Productivity Tools for Office and Personal UseIntroduction to Google Productivity Tools for Office and Personal Use
Introduction to Google Productivity Tools for Office and Personal Use
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
 
DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
 
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
10th Social Studies Enrichment Material (Abhyasa Deepika) EM.pdf
 
MVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHatMVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHat
 
The Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdfThe Cruelty of Animal Testing in the Industry.pdf
The Cruelty of Animal Testing in the Industry.pdf
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
 
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
 
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptxSD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
SD_Integrating 21st Century Skills in Classroom-based Assessment.pptx
 

Quest2Teach Instructor Training & Webinar

  • 1. Quest2Teach: The Impact of 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 a series 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, students create 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 a nuanced and authentic Narrative
  • 7. • ‘Learning by doing’ 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 experiential state 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 Students Enter the ‘Nexus’ 3D Hub
  • 11. One game per semester, 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)
  • 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.
  • 18. Consequences of your Decisions
  • 20. • In-game tools help learners 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 Learning aren’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 for Pre-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 Teachers College 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 • Significant learning 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 • Comparison study: – 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 Students felt 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 as a 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 to Real 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: Ecology of 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: Ecology of 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! • Log in 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! • Open the 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 • Write your Post! • Pay it forward with Props!
  • 36. Teacher Toolkit • Tabs across top • Various data analytics available
  • 37. Teacher Toolkit • Registering Students • 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 Guest Accounts? Contact: anna.arici@asu.edu or visit www.quest2teach.org

Editor's Notes

  1. Mastery approach, they can replay for better outcomes, not graded on final score, but up to instructor.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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
  7. 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.
  8. 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.
  9. Question the dynamics
  10. 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.
  11. 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.
  12. 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)
  13. 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.
  14. 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.