Shanna

Walden University – Course 6653: Week 6 Application

Motivation is an emotional trait which provokes individuals to action or toward a desired goal, and offers purpose and direction to one’s behavior. Students are typically intrinsically motivated as this form of motivation is for pure self-gratification. Activities or experiences that challenge or stir their curiosity automatically inspire them to action. Understanding what motivates and engages students is a key factor when considering ways to promote learning in the classroom. Prensky (as cited in Hong, Cheng, Hwang, Lee, Chang, 2009) says it best in his statement, “a motivated learner cannot be stopped.”  Today, educators have been tasked with integrating technology in the classroom in an effort to keep up with emerging technologies and meet the needs of these 21^st century learners. One possible way to connect with today’s learners and integrate technology for learning is through the use of games. In this literary review, I have examined game play as a technology learning tool in the classroom and its motivational effects on secondary students.

Athanasis Karoulis (2007) conducted a qualitative case study through the observation of eleven students ages 6 to 14. In this study, Karoulis focused on the modality of a game (navigational structure such as help, next previous, home, etc.; and verbal or text-based narrative prompts) and their motivational factors on these students. The findings concluded that all of the pre-teen and teens, ages 12 to 14, were equally conscientious of all modalities and swiftly finished each scenario of the game. However, when the game did not provide new meaningful scenarios with increasing challenges, these students lost interest in the activity and stopped participating.

In contrast, Mansureh Kebritchi, Atsusi Hirumi, and Haiyan Bai (2010) collected information on sixteen empirical studies where games were used as a learning tool. Four of these studies were conducted on a secondary level and considered motivation as a dependent variable. From these four studies, two used a qualitative research method, one used a quantitative, and the final study used experimental and mixed methods. All four studies showed positive results in increased student motivation in the classroom; concluding this as a result of having a relationship between (or relevance to) the game and the students’ background knowledge. Both teachers and students reported that the math games, used as a learning tool, presented a slightly higher to very positive effect on class motivation.

In a more personalized study, Don Hernandez (2009) used mixed methods to research game play as a tool to motivate “at-risk” seventh and eighth grade students in his middle school to learn and build self-efficacy. In 2007, educational games were introduced to students during one of their math lab classes. They were taken through the game and given time to learn the modalities and objectives before the end of the lab, then students were given the option to join an after school gaming session. Due to increased interest, a morning session was opened as well. From the 2007-2008 to the 2008-2009 school years, the school’s math proficiency standards on the Texas Assessment of Knowledge and Skills (TAKS) increased from 63% to 80% students passing at or above grade level.

In Herandez’s (2009) research, teachers who presented the math games in a lab, had prior knowledge of the game and how it operated, and therefore, took the time during the lab to ensure students understood how to properly operate the game, and gain the skills necessary to accurately engage in meeting objectives. In correlation, Beverly Ray and Gail A. Coulter (2010) emphasized the necessity in presenting, supporting and integrating the game as a class activity. Caftori (as cited in Ray and Coulter, 2010) indicated that educational games have minimal significance without the support of knowledgeable teachers. Scaffolding must be used to ensure that connections are being made between the game and the curriculum being presented to the students.

Hernandez (2009) and Ray and Coulter (2010) provide the most significant information in this research. Together, their research creates a clear picture, that when properly implemented and supported, educational games can have a strong motivational impact on students and their learning. Ten years ago, the US Senate reported (as cited in Paraskeva, Mysirlaki, and Papagianni, 2009) that the average seventh grader spent approximately four hours per week playing digital games. At that time, 77% played games at home (2000). Knowing that the majority of students today game or know someone who games at home for fun and for the entertainment value, integrating educational games properly in the classroom can create a powerful 21^st century learning tool to enhance student motivation and engagement.

Through my research, I have found that not all educational games are useful in a classroom setting. True educational games must follow proper instructional methodology (pedagogy) and contain the principles of game-based learning (Hong, Cheng, Hwang, Lee and Chang, 2009), which defines what is being taught, the task objectives, who the learner is, and how the learned skill will be applied. In addition, games chosen for the classroom must contain a storyline or background that is familiar or relevant to students, and include age-appropriate scenarios and challenges that progressively increase as the player continues through the game. In addition, students need beginning teacher guidance on the game functions, have a clear understanding of the objectives, and be able to implement the skills necessary to achieving those objectives. Without these components, employing game play in the classroom will not demonstrate an increased advantage as a learning tool over traditional methods. Therefore, in continuing studies on game play as a motivational learning tool, researchers need to (1) identify the audience, (2) determine age-appropriateness of the educational game(s) that will be used, (3) identify the pedagogical design, (4) confirm game-based learning principles, (5) verify learning objectives, (6) establish a relationship or relevance to the student, and (7) confirm that the game contains variation with increasing challenges as the player progresses through the game.

In conclusion, it is obvious that there is need for new, more in-depth research that clearly takes into consideration the seven criteria identified above. Only addressing one or two of these criterions does not provide sufficient evidence into the use of educational games for the classroom, and subsequently skews the results or allows for misinterpretation of information. With the seven criteria in place, I do believe games can be an effective learning tool for the secondary classroom, and do believe games can motivate secondary students to learn. However, from the lack of evidence and formal research, my findings are inconclusive in regards to secondary students’ motivation to learn through the utilization of game play as a technology learning tool.

References

Ray, B., & Coulter, G. (2010). Perceptions of the value of digital mini-games: implications for middle school classrooms. Journal of Digital Learning in Teacher Education, 26(3), 92-100. Retrieved from Education Research Complete database.

Hernandez, D. (2009), Gaming + autonomy = academic achievement. Principal Leadership, 10: 44-47.

Hong, J.-C., Cheng, C.-L., Hwang, M.-Y., Lee, C.-K. and Chang, H.-Y. (2009), Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25: 423–437. doi: 10.1111/j.1365-2729.2009.00319.x

Karoulis, A. (2007), Educational games: motivation and the role of multimedia representations. South-East European Research Center, 315-321. Retrieved from http://www.seerc.org/ieeii2007/PDFs/p315-321.pdf.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007.

Paraskeva, F., Mysirlaki, S. and Papagianni, A. (2009). Multiplayer online games as educational tools: facing new challenges in learning. Computers & Education, 54(2010), 498-505.

Walden University – Course 6711: Week 8 Reflection

At the beginning of the course, I mentioned that my personal learning theory included experience, meaningful patterns, emotion as a catalyst for learning, and memory. I develop beginning-of-the-year assignments that allow me to connect with my students by getting to know who they are and where they are coming from (experience). During this time, students learn about their classroom environment, procedures and expectations through habitual practices (meaningful patterns). In addition, I strive to provide a welcoming, non-threatening environment (emotion) where students can communicate and collaborate. Reflecting on my learning theory after going through this course, I do not believe I would change anything.

However, I do see a need to be more aware of my instructional practices. This course has taught me that there is a distinct difference between instructional technology tools and learning technology tools. Instructional tools are the tools teachers use to “show” students how to do something, while learning tools are tools that allow students to “engage” in activities to construct meaningful information. For instance, I often use a Smartboard in my classroom. I use this tool to SHOW students what to do. This is not as effective as having the students USE the tool to demonstrate concepts they are learning, or demonstrate understanding by using the tool to present information. Although I have always implemented both in my classroom, I now understand the difference and see the benefits emphasizing learning tools. With this knowledge I can adjust my instructional practices to better serve my students and enhance their learning.

Another technology tool I will use often to engage my students is a program called Inspiration; the Web 2.0 equivalent is My Webspiration. This tool helps students develop connections with difficult vocabulary and concepts. They are able to visually construct meaning by brainstorming what they might already know about the term or concept, and then build upon what they know to make new connections.

A couple of long-term goals for incorporating technology into my instructional practice is to continue to seek professional development where I can stay up-to-date on emerging technologies that interest our students, and form professional connections with other educators to have a sounding board to brainstorm instructional practices and ways to implement various technologies into the classroom as a learning tool. To do this I can research online educator communities and professional development opportunities in and around my area. I can join a forum or be a part of a group of educators who are exploring new ways to engage students in the classroom in order to help them be successful life-long learners.