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Teaching Financial Well-Being through Game-Based Learning
The session led by Derrick A. Picard focuses on teaching financial well-being through game-based learning, outlining principles, objectives, and outcomes of integrating gaming into education. Participants will learn to define game-based learning, recall its principles, and explore ways to implement it in their practices. Additional resources and references for further reading on the effectiveness of game-based learning are also provided.
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Teaching Financial Well-Being through Game-Based Learning
- 1. #SCFWB17 Teaching Financial Well-Being through Game-BasedLearning Derrick A. Picard Campus Life Coordinator Mitchell College
- 2. #SCFWB17 Session Walkthrough • GameMaster Introduction • Game Objectives (Learning Outcomes) • Definitions & Preface • Gaming Demographics • 6 Principles of Game-Based Learning • What Does Game-Based Learning Achieve • Game-Based Learning Examples • Makin’ Bank Gameplay • Debrief/Questions
- 3. #SCFWB17 Game Master Intro •Derrick A. Picard • Born & raised in Lafayette, Louisiana (Geaux Cajuns!) • Received my M.Ed. from the University of Louisville (Geaux Cardinals!) • Current Campus Life Coordinator for Mitchell College (Geaux Mariners!) • Gamer for 22 years • Just completed my 1st year as a Student Affairs Professional
- 4. #SCFWB17 Game Objectives (LearningOutcomes) • As a result of attending this session players will have earned enough experience points to do the following: • Define game-based learning • Recall the 6 Principles of Game-Based Learning • Recall examples of game-based learning that engage players on concepts in financial well-being • Begin exploring avenues to integrate game-based learning into practice
- 5. #SCFWB17 What is Game-BasedLearning? • Approach to teaching that takes real world concepts, information, and skills and creates a game-like experience designed to meet specified goals and outcomes. • The usage of games to meet specified goals and outcomes.
- 6. #SCFWB17 Video Game Demographics •Business Sector • More than 150 million total gamers in the US • $30.4b spent in 2016 • Gamers 18 & older make up 72% of the game-playing population 46.5 Million 21.35 Million 41.85 Million 40.3 Million • Education Sector • Systems thinking & design (Foster & Shah, 2016) • Feedback on progress & performance (Wind, Fletcher, & Tobias, 2014) • “Engagement with the freedom to fail (Jones, 2013)”
- 7. #SCFWB17 6 Principles ofGame-Based Learning
- 8. #SCFWB17 What Does Game-BasedLearning Achieve? • “…serious games were effective in . Meta analysis of game-based learning found the most frequent instances of efficacy were related to (O’Donnell, 2015).” • “ The 211 pupils who played the Frequency 1550 game versus the project- based lesson generally attained (60%) vs those that did not (36%) (Huizenga, Akkerman, Dam & Admirral, 2009).” • “Both fifth and sixth grade students had statistically significant gains in the systems thinking knowledge test. Students developed a basic as a whole set of interacting elements (Foster & Shah, 2016). higher scores improving both learning & retention understanding of systems understanding & acquisition of content knowledge
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- 11. #SCFWB17 Additional Resources • EducationArcade at MIT – www.educationarcade.org • Games, Learning, Society at the University of Wisconsin-Madison – www.gameslearningsociety.org • Center for Game Science at University of Washington – www.centerforgamescience.org • Games for Learning Institute at NYU – http://g4li.org/about • Institute for Simulation & Training at University of Central Florida – www.ist.ucf.edu • Center for Transformative Media at Parsons The New School for Design – http://ctm.parsons.edu
- 12. #SCFWB17 Let’s Co-Op! • WorkEmail: picard_d@mitchell.edu • Office: 860-701-7721 • Personal Email: derrickpicard@gmail.com
- 13. #SCFWB17 References • Cicchino, M.I. (2015). Using game-based learning to foster critical thinking in student discourse. Interdisciplinary Journal of Problem-Based Learning, 9(2). doi:10.7771/1541-5015.1481 • Essential facts about the computer & video game industry. (2017, April). Retrieved May 29, 2017, from http://www.theesa.com/wp-content/uploads/2017/04/EF2017_FinalDigital.pdf • Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game-based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344. doi:10.1111/j.1365-2729.2009.00316.x • Jones, S. (2013, September 17). "Introduction to Gamification vs. Game-Based Learning (GBL): Make an Engaging Classroom!" Lecture. • O'Donnell, H. (2015). Games-based learning as an interdisciplinary approach to literacy across curriculum for excellence. Press Start, 2(2). Retrieved May 26, 2017. • Shah, M., & Foster, A. (2016). A theoretical and practical framework for facilitating teachers to use game-based learning. (pp. 599-608). Academic Conferences & Publishing International. Retrieved May 25, 2017, from http://0-ds.a.ebscohost.com.catalog.lioninc.org/eds/pdfviewer/pdfviewer?sid=62a968b5-be06-4116- 8542-e8f5c30164be%40sessionmgr4006&vid=2&hid=4211 • Sitzmann, T., & Ely, K. (2009). A meta-analytic examination of the effectiveness of computer-based simulation games (Advanced Distributed Learning Technical Report). Alexandria, VA. • Wind, A., Fletcher, D., & Tobias, S. (2014). Game-based learning. Handbook of Research on Educational Communications & Technology, 485-503. doi:10.1007/978-1-4614-3185
Editor's Notes
- #4 Mention previous presentation at University of Louisville Favorite gaming memory Define term “Gamer” for presentation use
- #5 Participants will be able to define game-based learning Recall the 6 Principles of Game-Based Learning Recall examples of game-based learning as it relates to financial well-being Begin exploring avenues to integrate game-based learning into practice
- #6 In layman’s terms, game-based learning is the usage of games to accomplish specified goals or outcomes. This can be any type of game whether it be a card game, board game, or a video game.
- #7 This will be the only slide covering strictly video games. I wanted to showcase the sheer size of the video game market and how connected it is with current & future students. The Entertainment Software Association reported more than 150 million total gamers in their latest annual survey. It was found that $30 billion was spent on video game software, hardware, and accessories. Also 65% of American households hold at least one person who plays 3 hours or more per week. What this time & financial spending means is that games are becoming an increasingly larger part of our students’ lives as their primary means of entertainment. This also means our students are picking up skills & knowledge in new ways without consciously knowing it. In the education sector game-based learning presents this through 3 avenues: systems thinking, freedom to fail, and immediate feedback on progress/performance
- #8 A combination framework developed by Marc Cicchino provides the foundation for people interested in developing game-based learning initiatives. This framework, in combination with other pedagogical approaches can be used to develop the skills & abilities needed to manage their financial health. From the Student Affairs theory side, we can approach game-based learning through the lens of Kolb’s Theory of Experiential Learning. Each taking place at various points; the gameplay being the concrete experience. The reflective observation can take place during the debriefing as well as after the game has been completed. Students will begin the abstract conceptualization of the new knowledge and ideas after having reflected and processed them. The active experimentation will come once the student/s begin implementing the new knowledge & ideas. This cycle continues throughout their academic, personal, and professional lives.
- #9 O’Donnell study: Mars Challenger Colony study, game-based learning within an English class context. Students were asked to demonstrate knowledge of Mars and keep reflection journals of their game experience. Students that participated in gameplay experienced significant gains in relation to acquisition and retention of content knowledge. Frequency 1550 Study: Frequency 1550 is an augmented reality game similar to Pokémon Go. Students were tasked with going to certain locations in the game to receive briefings and Medieval Amsterdam history before being asked to complete tasks or assignments. Foster & Shah: Designed a game-based learning initiative around systems thinking for fifth & sixth grade students. The idea was to create a more playful approach around systems thinking & design. Students involved in gameplay developed a more thorough understanding of systems thinking compared to non-gameplay peers. Tobias, Fletcher, & Wind: Emphasize the importance that games alone only work so well in delivering knowledge. A combination approach works well with game-based learning project. Students with simulation based games score higher on self-efficacy, declarative knowledge, procedural knowledge, and retention when compared to control groups.
- #10 Games Used: Payday: Originally released in 1975, the goal of the game is to end up with the most money at the end of a specified time period. Quick to setup and easy to play, this game can be used to talk to students about saving money, budgeting, and real world expenditures. Spent: Developed by the Urban Ministries of Durham, Spent places you in the shoes of a recently laid off individual who has to make it through one calendar month. The game prompts players on choices such as living options, health insurance, and other life events. Each choice is supplemented with information related to that particular event. SimCity: Designed by Electronic Arts, SimCity places the player in the shoes of a city mayor. Your job is to grow your city into prosperity by developing a well-rounded city. Which includes managing money, policies, and overall citizen satisfaction.
- #12 These resources were discovered later in the presentation design. As they would say in the Legend of Zelda, “It’s dangerous to go alone! Take this.” Use these resources in combination with my presentation when developing your game-based initiatives and the sky is the limit.