Game Based Learning (GBL) Project (Part B)

Re-Search 

Code-Checker 

 

Part A

Context and Rationale for GBL Project

The Game and its Users

Re-Search is an online game-based learning activity created for Stage 3 students in New South Wales. Developmentally students in Stage 3 are consolidating their abstract thinking skills and are beginning to competently discern ‘shades of grey’ when researching and learning new information (Huitt & Hummel, 2003). They are integrating what they already know, developing their selective attention skills and utilising an increase in memory capacity, capably transferring facts, and skills to their long-term memory (Jean, 2019). These students are what Prensky (2001) calls ‘digital natives,’ they actively interact in the online environment creating meaning in a game or web-based style (Prensky & Berry, 2001). The students in question no longer rely on the teacher to be the keeper of the knowledge (Starkey, 2011).

Outcomes and Objectives

Re-Search aims to allow the students to practice the 21^st century skills they require to effectively navigate the online environment (Starkey, 2011). Whilst consolidating their reasoning and thinking skills (Tsekleves et al, 2016), within a safe environment that promotes success and allows for and celebrates failures (Gee, 2005). The game also allows students to hone their memory retention and retrieval skills (Jean, 2019), a key skill development area within their age group.

Re-Search would be implemented in conjunction with a unit of work that looks at the Asian region and Australia’s connection to it (“Geography K–10 | NSW Education Standards”, 2015). The game itself is underpinned by two sets of Outcomes.

1. Stage 3 NSW Geography Outcomes (“Geography K–10 | NSW Education Standards”, 2015)

A student:

explains interactions and connections between people, places and environments (GE3-2)

2. Stage 3 NSW Information and Communication Technology (ICT) Capabilities: Investigating with ICT (“Integrating ICT Capability | NSW Education Standards”, 2019).

In developing and acting with ICT capability, students:

• define and plan information searches

• locate, generate and access data and information

• select and evaluate data and information.

Game Design and Principals

Re-Search game design draws inspiration from the Inklestudios app, 80 Days (“80 Days – inkle’s award-winning narrative adventure”, 2018), an interactive branching narrative that retells Jules Verne’s classic story (Verne, 1873). The Re-Search game is a simplified version of this concept. It follows Burgun’s (2013) rules for effective game design and makes use of Whitton’s (2009) list of 10 game mechanics adding on an eleventh aspect of ease of use to ensure its appropriateness for its intended audience.

Game Principals

Game Principal Criteria	Re-Search Game Based Learning Project Game Principal examples
Competition:	Reattempt activities unlimited times. Learn from past mistakes. Compete against themselves and others Repetitive structure allows confidence to build in the user, allowing superior achievement levels
Challenge:	Challenging problem-solving opportunities.
Exploration:	Multi-linear pathway allows for choice.
Fantasy:	The game is built around the narrative of Prof Jaime and her assistant Kate. The narrative is simple and easily followed.
Goals:	Goals are clearly stated at the beginning and end of the game
Interaction:	Users are given instantaneous feedback = number codes. 10000 points for class team on completion.
Outcomes:	Builds users confidence through repetition of tasks. Extrinsically motivates users.
People:	Single or multi-player game Connection with other users is within the discourse that occurs outside and around the game.
Rules:	Simple but rigid rules that constrain the user to a specific goal but allows for multiple paths to reach said goal.
Safety:	Links to the class rewards system.
Curriculum links:	Clear links to the outcomes of NSW syllabus for Stage three.
Ease of Use:	ICT skill level accessible Literacy level accessible

Game Design

Re-Search utilises 2 different online platforms. The bulk of the game is housed within the Inklewriter interface with the last part of the game being completed within the Genially online platform. Re-Search has used the Inklewriter online studio (link) to create a branching narrative within which students research content, check source credibility and utilise their memory and selective attention skills to complete the task (Jean, 2019). It is useful (Burgun & Knizia, 2013) because it enables students to practice and/or consolidate their skills in a ‘safe’ environment (Pereira de Aguiar, 2018).  Its beauty (Burgun & Knizia, 2013) lies within the integrated rewards and challenges that encourage students to stay the course and complete the activity with the ultimate goal to collect 8 number codes and earn themselves 10000 point for their class team creating a sense of community and group involvement (Turkay et al, 2014). At the end of the Re-Search game students are directed to the Genially platform to complete the game using the Code Checker. Here they complete an interactive quiz to check their 8 number codes are correct and determine if they have won the 10000 points for their class team, linking the game to their real world experiences and creating high levels of motivation (Woo, 2014).

The interfaces used to create the game, namely Inklewriter lacked the complex attributes of an app like 80 days, there is no background music or sound, no ability to create a voice over. This simple interface allows students to easily use and learn (Burgun & Knizia, 2013) the ‘how’ of the game, making it an efficient tool (Burgun & Knizia, 2013) for both students and teachers within the classroom.

Re-Search is a simple Game-based learning application that integrates the practice of skills with the finding and evaluation of information within in the online environment. It promotes digital literacy and allows students to fail and achieve success within a safe space (Pereira de Aguiar, 2018) .

References

80 Days – inkle’s award-winning narrative adventure. Inklestudios.com. (2018). Retrieved 4 May 2020, from https://www.inklestudios.com/80days/.

Burgun, K., & Knizia, R. (2013). Game design theory. A K Peters/CRC.

Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37. http://dmlcentral.net/sites/dmlcentral/files/resource_files/GoodVideoGamesLearning.pdf

Geography K–10 | NSW Education Standards. Educationstandards.nsw.edu.au. (2015). Retrieved 14 May 2020, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10.

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational psychology interactive, 3(2), 1-5.

Integrating ICT Capability | NSW Education Standards. Educationstandards.nsw.edu.au. (2019). Retrieved 14 May 2020, from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability.

Jean, P. H. (2019). Brain-based and learning theories: Application of theories in the classroom. European Journal of Education Studies. 5(12). Retrieved from https://oapub.org/edu/index.php/ejes/index

Pereira de Aguiar M., Winn B., Cezarotto M., Battaiola A.L., Varella Gomes P. (2018) Educational Digital Games: A Theoretical Framework About Design Models, Learning Theories and User Experience. In: Marcus A., Wang W. (eds) Design, User Experience, and Usability: Theory and Practice. DUXU 2018. Lecture Notes in Computer Science, vol 10918. Springer, Cham

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.

Prensky, M., & Berry, B. D. (2001). Do they really think differently. On the horizon, 9(6), 1-9.

Starkey, L. (2011). Evaluating learning in the 21^st century: A digital age learning matrix. Technology, Pedagogy And Education, 20(1), 19-39.

Tsekleves, E., Cosmas, J., & Aggoun, A. (2016). Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers. British Journal of Educational Technology, 47(1), 164-183.

Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P., & Vicari, C. (2014). Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms. Computers in the Schools, 31, 2-2), p.2-22. doi:10.1080/07380569.2014.890879

Verne, J. (1873). Around the World in Eighty Days. Google Books. Retrieved 2 May 2020, from https://books.google.com.au/books?hl=en&lr=&id=nlVARgGtk6QC&oi=fnd&pg=PR5&dq=around+the+world+in+80+days+by+jules+verne&ots=iF0U8EHBNg&sig=BrOYcIOsqSj073_-uvUfBwCI7fE#v=onepage&q=around%20the%20world%20in%2080%20days%20by%20jules%20verne&f=false.

Whitton, N. (2009). Learning with Digital Games : A Practical Guide to Engaging Students in Higher Education. London, UNITED KINGDOM: Taylor & Francis Group.

Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Journal of Educational Technology & Society, 17(3), 291-307.