Pedagogical changes inspired by Good Game Design

by Rochelle Eggins

http://thinkspace.csu.edu.au/rochellesrefelctiveblog

Intrinsic motivation and individual learning is the aim

New technologies have led to students processing and transmitting information differently compared to previous generations. This generation of students is known for playing video games for hours outside of school and whilst there are still concerns and negative stereotypes associated with video games and education, a good teacher can manage these potential negatives stereotypes and behaviour to create an exciting and engaging game-based learning (GBL) environment (Sabo, 2012).

Game-based learning is reflective of the current digital age where instructions and actions are followed by immediate feedback; this reinforces the learning which differs from gamification. Gamification seeks to create a game based scenario imitating a real world senior to aid training and learning (School of Information Studies, 2015a). A key element for video games and GBL is an understanding of the concept of levelling, whereby all participants and students have the ability to ‘level-up’ once the task has been completed and skills have been developed and demonstrated. This allows for skills to be built upon and tested within the next challenge (level). This element has been built into various game categories, particularly ‘Commercial Off the Shelf games’ (COTS), including Minecraft, World of Warcraft (WoW) and SecondLife. It has also been implemented into ‘Serious Games’ (SG), including Mathletics and other drill and practice video games which were the foundation for GBL, led by widespread technology and personal interest in video games (School of Information Studies, 2015b).

To understand the potential benefits of video games within the classroom, educators, parents and other stakeholders must first learn about the video game, the affordances of the game through a game taxonomy, the skills of the game and how they link to the curriculum, plus the broader, plus broader educational principles surrounding 21^st century learning, which encompasses digital literacy, information fluency and their digital identify (O’Brien, 2011). However, any new pedagogical approach has the potential risk of not satisfying the learning needs for all students (School of Information Studies., 2015c) and can be greatly affected by ineffective implementation and unsupportive teaching staff. As GBL is a new field for pedagogical research, inaccurate stereotypes and concerns for embedding video games into the curriculum must be addressed. Furthermore teachers and parents need to experience firsthand the benefits of GBL by trialing the project that will be presented to the students (Beavis, Rowan, Dezuanni, McGillivray, O’Mara, Prestridge, Stieler-Hunt, Thompson & Zagami, 2014, & The Brainwaves Video Anthology, 2014, May 7).

The Brainwaves Video Anthology. (2014, May 7). Retrieved from https://www.youtube.com/watch?v=LFenJVg_4YM

The 2014 NMC Horizon Report discussed the need for teachers, school leadership staff and policy creators to rethink their roles and practices to allow more 21^st century technology to be integrated into the classroom. This would assist in creating a hybrid learning environment that seamlessly uses technology to facilitate collaboration, project based learning and individual learning which can be continued at home. GBL and gamification has been openly supported and recommended for school adoption within two to three years. Minecraft has been openly recommended and supported by the NMC Horizon Report, as the quests can be adjusted to suit children through to adult gamers.

For schools to successfully move towards GBL, many changes must be made to pedagogical approaches surrounding how a topic is taught. Moreover, negative perceptions and anxiety towards the games needs to be addressed, as well as the idea that changes to the curriculum and potential learning outcomes must outweigh the time and effort required from the change.Peggy Sheehy (The Brainwaves Video Anthology, 2014, May 7) not only introduced WoW into her school, but developed the programs facilitating the Humanities curriculum to be taught through the power of avatars, as well as GBL and project based learning. Time, preparation and training was invested into this new teaching initiative, but Sheehy reports of increased student engagement, motivation to learn and results is what inspires and motivates this desire to embed a GBL program within TAS subjects, specifically the Stage 4 Technology (Mandatory) andStage 5 Information Software and Technology syllabi. Once this has been piloted, further developments and increased teacher training can be made with clear student learning outcomes and results to guide the training and program development.

The planning of informal and formal assessment tasks, GBL and game-based teaching (GBT) requires sufficient time which many teachers and schools lack. However, to successfully engage students and make learning fun which intrinsically motivating, proper preparation is required (Hanghøj, 2013 & Snyder Broussard, 2012). Games have the ability to engage our digital native students through different styles and game platforms. Whilst some students may be hesitant to move to a GBL environment, teachers should encourage students to engage in a hybrid learning environment that provides them opportunities to be adventurous and creative across a range of subjects and open different learning opportunities (Beavis et. al, 2014). Games present information using remediation and storytelling, which can be merged with pop-culture, film, books and television. Depending of the development of the narrative and platform, it allows teachers to build student literacy through game communication, and as a result has had positive effects on student English skills and personal results across a range of different backgrounds and experiences (School of Information Studies, 2015d & Yang, Chen and Jeng, 2010).

Games engage students and adults through their good game design. Key elements of a good design surround the ability of the users to be social and communicate with others in the game, as well as users having the ability to manipulate and control elements of the game and create their own game narrative and digital gaming identity through avatars. Furthermore, good design also includes instant rewards and negative rewards or punishments, such as lost lives, restarting levels and near misses. This makes the user central to the success within the game, making them participate within the game to gain results and learn new skills. Good game design and the intrinsic motivation games create within users to play, try new adventures, collaborate and work together to achieve a positive results in a quest or mission, inspired games to be brought into learning and assessment (School of Information Studies, 2015e). The gamers are active in their learning which is aided by immediate feedback, shown through leaderboards, points systems and added abilities. This learning model can be transferred into the classroom through the use of various video and online educational games. The ability to provide instant feedback and options for students to choose and develop their own path or story in learning and building knowledge allows for individual learning opportunities, and provides time and flexibly within the class for the teacher to work more closely with students who are presented with difficulties or who need extra time to master a concept or skill. This is evident in the students’ ability to complete the game level challenge and ‘level-up’. Good game design provides a scaffold for new skills to be learnt prior to testing and can provide additional sensory feedback such as sound effects and text flashing up on the screen once a skill has been mastered. The instant feedbacks allows students to continually self-assess their learning using critical thinking, as well as collaborate with others to find the best way to compete a task. This differs from traditional teaching pedagogy and traditional informal and formal assessment tasks where students often have to wait for feedback (Snyder Brossard, 2012). Common video games used in schools such as Minecraft and WoW provide these features. Online coding games which teach students coding principles such as ‘Hour of Code’, Scratch, Hopscotch and the Grok NCSS [Python] Challenge all follow these principles, increasing their popularity and success in GBL which was discussed at the#Future Schools Expo, specifically within the #Teaching kids to code workshop. There are several options for GBL, each with different affordances and opportunities to engage students, starting at an early primary school level through to senior high school. The games have the ability to create authentic learning experiences with transferrable skills, problem solving skills, information and digital literacy skills, and the need to work as a team and collaborate which are skills that are directly transferrable into other subject areas and the workforce (Turkay, Hoffman, Kinzer, Chantes & Vicari, 2014).

(Motivation : Teaching students to think)

Droidnapps, (2013 Feb 27). Bill Games, Zuckerberg Teaching Kids to code [Video file].
Retrieved from https://www.youtube.com/watch?v=Gjc6UX-BFks

Embedding these skills into GBL and GBT allows for a holistic and more authentic learning experience, teaching students about digital citizenship and digital identity, information fluency and meta literacy. With augmented reality (AR) taking focus and education companies interested in the potential for blending digital images with real world object, the teaching and learning possibilities are endless, and so is the ability to create a GBL environment within a digital learning environment (DLE) (Art Line, 2013, June 3). However this new blended digital media promotes the need for teachers to develop new skills and understanding towards GBL and the need to embed teaching surrounding digital literacy, information fluency and responsible digital citizenship. These are 21^st century skills and industries and workplaces expect students to have these skills when entering the workforce (Resnick, 2002). GBL allows for students to participate in simulations and virtual world offering experiences and training opportunities not previously available due to resources, safety precautions, geographical location and limitations (Kay, 2015). Students have the ability to become immersed within their learning environment that offers them opportunities and engagement that would not be present without the gaming and simulation environment. Students have the ability to create new identities and avatars that provide them with more opportunity to take risks and try challenges that that may be too shy to complete within the classroom. The risks are balanced within the game and consequences of failure often involved restarting the simulation or game. Their digital identity can provide confidence for students to interact with others to gain distributed knowledge and construct further knowledge through collaboration (Gee, 2005)

(AITSL, 2012, May 7) Retrieved from https://www.youtube.com/watch?v=nA1Aqp0sPQo

The Technology Mandatory Stage 4 course and Information Software and Technology (IST) course is designed for project based learning with range of technologies to be taught through the different option topics (BOSTES, 2015a & BOSTES, 2015b). Students who study a Technology subject are aware of this, which would hopefully lead to less negative perceptions towards a GBL projects within the Media and Graphics Technologies options. Particularly, the Stage 4 courses of ‘Artificial Intelligences, Simulation and Modeling’ and ‘Software Development and Programming’ which are option topics, could easily adapt to include GBL options, either simulation, serious games, education games including Minecraft and online coding platforms. In addition to this, IST should have the core topics embedded throughout option topics and thus could form part of the quest or simulation.

Depending of the desired learning outcome for the game, the game platform, the different characteristics of the game and the different levels of immersion within the game will prompt varying results. Adams (2015) outlines the levels of immersion that students and gamers experience when playing a video game. He reminds us that the planned level of immersion for the game may differ compared to the players type of immersion within the game.. Three common attractions to games include the ability to develop a ‘tactical immersion’ to the game, the game is fast moving and action based and the idea that gamers live in the moment when playing the game. Abrupt changes throw the concentration of the gamers and they can disconnect from the game. Strategic immersion involved developing a planned route for victory, planning, calculating options, observing the environment and others and determining the best option. Too much randomness will break this concentration and immersion within the game (Adams, 2015). This type of immersion would be beneficial for project work, problem solving and collaborating GBL projects with Technology as it promotes students to research varying factors, consider the design brief and develop the best possible solution. The final type of DGBL environment is narrative immersion, which operates similar to books and movies. The narrative of the characters and the ability of storytelling engage some students. The characters arrive with a level of natural skills and then develop further skills the more the game challenges them. Latham and Hollister (2013) linked the GBL immersion theory to the narrative of the Hunger Games, and the development of the character of Katniss. This GBL environment allows teachers to teach storytelling and narrative skills within 21^st century technology and allows a range of media literacy and information fluency skills to be developed for the student whilst engaged in the game. This is a very useful tool for English teachers. Adams (2015) reminds us that the preplanned immersion type linked with learning outcomes may differ from student to student. Whist the students will engage with the game, the aspect that draws them into the game will differ. This actually allows for more individual participant learning within the learning environment and demonstrates good game design. The immediate feedback and ability of individual context-based leaning promotes authentic learning for the student, with skills and transferrable knowledge which are essential for our digital native learners in the 21st century (Van Eck, 2006).

British Council | TeachingEnglish. (2013, September 24). Teaching Tips 8 – Game-based Learning [Video file]. Retrieved from https://www.youtube.com/watch?v=xs75l01GN_U

There is continual development and research surrounding GBL and the benefits of simulations and simulated learning environments for education. The simulations run through Second Life offer excursions to different worlds, places and points in time. Lester and King (2009) state that students who engaged in Second Life simulation in addition to their normal learning environment, either online or face-to-face show improved results with a great depth of knowledge. This has been contributed to the use and development of the avatar used within the simulation. This directly links to Gee’s Learning Principles (2005), which promote the advantages of digital identify through their avatar, the ability for students to interact with others and take more risks in their learning environment, challenging themselves without the fear of failure or embarrassment. This could be as simple as speaking out in class, which the student may not do within a traditional classroom.

One element that is reoccurring across many pieces of research (Beavis et al., 2014, Bourgonjon, Valcke, Soetaert, de Wever & Schellens, 2011, & Brom, Šisler & Slavík, 2009) is the need to educate teachers about the benefits of GBL and not the perceived ideas about games regardless of whether it is COTS, SG, simulation, or an online educational game. Teachers also need to be educated that the success of implementing GBL within the classroom and the curriculum is dependent on their current knowledge and beliefs in the potential learning and student engagement. If teachers and parents can be educated on the benefits of the GBL through practical application, there is greater rate of support and success. The other concern is marrying the game with learning outcomes and the curriculum. Within SG such as Mathletics, this is far easier, however the Technologies Key Learning Area already has scope for the GBL design project to be implemented, either with Technology Mandatory or IST. Thus the next step is to examine the different affordances of various GBL platforms and one or two to create and develop a GBL project to trial, looking for increased intrinsic motivation within students and greater knowledge development, depth, understanding and collaboration (School of Information Studies, 2015e). Games are a technology of the 21^st century; they should be present within schools within planned and developed units of work aligned with the necessary outcomes and curriculum.

References:

Adams, E. (2015). The Designers’ Notebook: Postmodernism and the 3 Types of Immersion.Retrieved fromhttp://www.gamasutra.com/view/feature/130531/the_designers_notebook_.php

AITSL. (2012, May 7). 21st Century Education [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=nA1Aqp0sPQo

Art Line. (2013, June 3). Jay David Bolter [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=O53ey5EYeVU

British Council | TeachingEnglish. (2013, September 24). Teaching Tips 8 – Game-based Learning [Video file]. Retrieved from https://www.youtube.com/watch?v=xs75l01GN_U

Beavis, C., Rowan, L., Dezuanni, L., McGillivray, C., O’Mara, J., Prestridge, S., Stieler-Hunt, C., Thompson, R. & Zagami, J. (2014). Teachers’ Beliefs about the Possibilities and Limitations of Digital Games in Classrooms. E-Learning and Digital Media, 11(6), 569-581.doi: 10.2304/elea.2014.11.6.569

BOSTES, (2015a). Technology (Mandatory) Years 7–8 Syllabus (2003). Retrieved fromhttp://www.boardofstudies.nsw.edu.au/syllabus_sc/technology-mandatory.html

BOSTES, (2015b). Information and Software Technology Years 7–10 Syllabus (2003). Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_sc/info-software-technology.html

Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B. & Schellens, T. (2011). Parental acceptance of digital game-based learning. Computers & Education, 57(1), 1434-1444. doi:10.1016/j.compedu.2010.12.012

Brom, C., Šisler, V. & Slavík, R. (2010). Implementing digital game-based earning in schools: augmented learning environments of ‘Europe 2045’. Multimedia Systems, 16(1), 23-41. dio: 10.1007/s00530-009-0174-0

Gee, J.P. (2005). Good Video Games and Good Learning. Phi Kappa Phi Forum, 85(2),33-37. Retrieved from http://content.ebscohost.com.ezproxy.csu.edu.au/ContentServer.asp?T=P&P=AN&K=18088902&S=R&D=bth&EbscoContent=dGJyMNXb4kSeqK44y9f3OLCmr02eprBSsaq4SK6WxWXS&
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Hanghøj, T. (2013). Chapter 5; Game-Based Teaching: Practices, Roles, and Pedagogies. In New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration. (pp. 88-101). Retrieved from https://books.google.com.au/books?hl=en&lr=&id=SyGqHbFCLD8C&oi=fnd&pg=PA81&dq=Hangh%C3%B8j,+T.+(2013).+Chapter+5%3B+Game-Based+Teaching:+Practices,+Roles,+and+Pedagogies.+%E2%80%A6%E2%80%A6%E2%80%A6%E2%80%A6&ots
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Latham, D. & Hollister, J. (2014). The Games People Play; Information and Media Literacies in the Hunger Games Trilogy. Children’s Literature in Education, 45(1), 33-46. doi: 10.1007/s10583-013-9200-0

Lester, M. & King, C. (2009). Analogue vs Digital Instruction and Learning: Teaching Within First and Second Life Environments. Journal of Computer-Mediated Communication. 14(3),457-483. doi: 10.1111/j.1083-6101.2009.01449.x

Resnick, M. (2002). Rethinking Learning in the Digital Age. In G.S. Kirkman, P. K. Cornelius, J. D. Sachs & K. Schwab, The Global Information Technology Report 2001–2002; Readiness for the Networked World (pp.32-36). Retrieved fromhttp://www.caribbeanelections.com/eDocs/development_reports/gitr_2001_2002.pdf#page=48

Sabo, H. (2012). Computer Games used in Teaching of Geography. Conference proceedings of “eLearning and Software for Education” (eLSE), (2), 271-276. Retrieved fromhttp://www.ceeol.com/aspx/getdocument.aspx?logid=5&id=E960B77B-0258-4B95-90CD-4D72ECF72E6A

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School of Information Studies. (2015b). The educational context of game-based learning [INF541 Module 1.4]. Retrieved May 20, 2015, from Charles Sturt University website:https://interact2.csu.edu.au/bbcswebdav/pid-318166-dt-content-rid-636146_1/courses/S-INF541_201530_W_D/module1/1_4_Educational_context.html

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The Brainwaves Video Anthology. (2014, May 7). Peggy Sheehy – WoW in School: The Hero’s Journey [Video file]. Retrieved from https://www.youtube.com/watch?v=LFenJVg_4YM

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Yang, J.C., Chen, C.H. & Jeng, M.C. (2010). Integrating video capture virtual reality technology into a physically interactive learning environment for English Learning. Computers & Education, 55(3), 1346-1356. doi:10.1016/j.compedu.2010.06.005

Master of Education (Knowledge Networks and Digital Innovation).
Developed by the School of Information Studies, Charles Sturt University, 2015.

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