This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
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Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Teacher Education
1. Quest2Teach: The Impact of Immersive Games
To Bridge Theory and Practice in Teacher Education
ANNA ARICI
DIRECTOR OF QUEST2TEACH &
LEARNING SCIENTIST, CENTER FOR GAMES & IMPACT
MARY LOU FULTON TEACHERS COLLEGE
ARIZONA STATE UNIVERSITY
SASHA BARAB
DIRECTOR OF THE CENTER FOR GAMES & IMPACT
PINNACLEWEST CHAIR OF EDUCATION
MARY LOU FULTON TEACHERS COLLEGE
ARIZONA STATE UNIVERSITY
2. Transactive Learning
“a communicative action or
activity involving two
parties or things that
reciprocally affect or
influence each other—
changing both.”
John Dewey
• ‘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.
3. Videogames as 21st Century Curricula
Videogames as a learning context offer ….
• entire worlds in which learners are central,
important, active participants;
• a place where the actions one takes has a
significant impact on the world;
• and a place in which what you know is directly
related to what you are able to do and,
ultimately, who you become.
4. 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)
6. www.quest2teach.org
Quest2Teach is a series of game-infused 3D virtual learning curricula and
socio-professional network designed for teacher education, to help bridge
between educational theory and classroom practice.
7. In Quest2Teach, students create a professional avatar, play out roles, solve
complex problems, fail safely, and see the impact of their decisions while
gaining fluency in theories-in-action. Pre-service teachers evolve their
professional identity in a variety of narrative-based 3D role-playing
scenarios, each with a particular theoretical focus, and embedded within a
larger experience-based curricula and network.
8. Joan Ganz Cooney Center (Sesame Workshop)
Article and Video on Quest2Teach
• The Cooney Center chose Quest2Teach as the first in their
documentary series of the top 5 innovations in Teacher
Education.
• Here’s the article and resources:
http://www.gamesandlearning.org/2014/10/14/game-based-
approach-to-teacher-education-at-asu-builds-essential-
skills
• Their film on Q2T: http://youtu.be/LHKRLIi47DQ
12. • 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
13.
14. 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.
16. 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.
(A distinction from CGI co-founder Jim Gee)
Big “G” game
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
19. DBIR Research Cycles
• A series of multiple Design-Based Implementation
Research (DBIR) cycles over 4 semesters
• The three Q2T games and network were
implemented by faculty and engaged by over 800
pre-service teachers in the Mary Lou Fulton
Teachers College (MLFTC) in intact classrooms.
• Research cycles alternated with design cycles,
with the research findings informing the design
iterations, as well as the ecology of
implementation.
20. Demographic Findings
Digital natives are Not always Gamers
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’
N= ~800 pre-service undergraduate students
21. Positive Results
• All studies showed significant learning gains in targeted
standards, and significant increases in engagement.
• Nearly two-thirds of students (62%) reported that the game
helped them to see themselves as a professional teacher
more than they did before playing it.
• 45% of students reported that the games 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.
22. Comparison Findings: Professionalism Game
Regular class setting
• “This unit made me more aware of my actions”
• “It taught me about a lot of different professional situations”
Summary: learned ‘about’ professionalism, and became ‘aware’
Game-infused class
• “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.””
• “This experience gave me the language to approach new and challenging
situations in my professional career.”
Summary: learned ‘skills’, ‘language’, active rather than passive voice
first-person protagonist in learning new skills
23. Findings: Authentic practice
When students were asked what they learned in this unit that will stay with
them, many responded they felt better equipped to handle difficult interactions
in the real world.
“I like how this game gave us scripts for
handling conversations. I think that’s
huge. 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.
24. Findings: Identity as a Professional
Game role supported Identity shift from Student to Teacher
Several students felt that this game was the first time they felt like they saw
themselves as a teacher, rather than a student.
“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.”
25. Findings: Relevance to Real World
Students participating in their student teaching shared that they had already
experienced conflicts very similar to these scenarios, and that the virtual
experience reflected the 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.
26. Findings: 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!”
27. Findings: 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.
28. Summary of Research Findings
• All studies showed significant learning &
engagement gains
• Significant shift from identifying self as
‘student’ to seeing self as a ‘teacher’
• Students reported increased confidence in
going out to real world field placement.
• Students reported increased commitment
to teaching as future profession.
29. Summary of Ecology of Implementation
Findings & Changes
Expectation changes: ‘Simulation’, not a Video Game. Highlight the bridge this
makes between theory and practice.
Semester changes: Time it so they have enough context and experience to make
meaning, Just-in-Time.
Design changes: Supports and tutorials in the 3D worlds and network.
Network changes: Encourage participation by meeting their real needs, with
meaningful reasons for participation.
Instructor Training: New innovations call for new pedagogies and lots of support.
Big G Infrastructure: Be responsive to the learners and build in flexibility. Allow
the instructors to mod for local needs and goals.
Ongoing as we scale, with the goal of adapting to local needs and infrastructures.
32. Questions or Guest Accounts?
Contact: anna.arici@asu.edu or visit www.quest2teach.org
Editor's Notes
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.
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.
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.
Mastery approach, they can replay for better outcomes, not graded on final score, but up to instructor.
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
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.
Its not about the game knowing what is right or wrong, but about creating opportunities for conversation and engaging students in these theories in their coursework, as guided by an instructor, for maximum reflection and application to the real world and field experiences.
Question the dynamics
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.
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.
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.
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.
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)
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.
Some interesting nuances came out in a comparison study, where we had them learn about Professionalism in the game or in a regular class setting, with similar activities in each.
Students’ concept of professionalism greatly differed in its complexity and depth between the two different contexts.
Students in the control classes were more passive, and learned ‘about’ these concepts.
Students in the game classes were active protagonists, speaking from the 1st person, as if they had done these actions, and spoke of learning ‘skills’ and the necessary ‘language’. That is, they didn’t learn ‘about’ but instead actively experienced ‘how to do’.
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.
We view these games, the network, and course curricula not as products, but tech-enabled services, where the immediate impact is clear, but will also grow deeper as it becomes part of the college’s culture and way of thinking and learning. Through ongoing DBIR, we make sure that these disruptive innovations can be taken up seamlessly by our students, to help give them the most innovative and transformational preparation possible.