The students used either River City or the control curriculum during their regularly scheduled science classes over the course of two weeks. In , three variations of the curriculum unit, along with the matched control curriculum, were tested in urban schools in New England, the Midwest, California, and the Southeast Ketelhut et al. Like the students involved in the pilot, the 2, urban students in this larger test included large percentages of English language learners and students eligible for free and reduced-price meals.
By , over 8, students had been taught using River City Ketelhut, Students and teachers using River City reported that, when the learning experience was evaluated by the teacher as part of the course grade, some students took the game or simulation more seriously, while others lost engagement. Fourth, classrooms present the opportunity to use study designs that control for confounding variables, allowing researchers to more clearly isolate whether, and to what extent, a simulation or game affects student learning.
Finally, public schools offer the opportunity to deliver educational games and simulations to an entire population of students, scaling up the potential learning gains. Simulations and games designed for science learning allow the learner some control over the pacing and content of the learning.
Classroom settings provide opportunities to both tap and extend this capacity Dede, b. Teachers assigning students to these teams have worked to ensure that each team includes students with interests in science, in games, and in collaborative leadership. Teachers have also tried to place each learner in a role that matches his or her current capabilities. For example, students who struggle to read English text can aid their teams by gathering numeric data. Finally, teachers have tried to select team members so that one person does not dominate the interaction.
Such nuanced composition of learning groups is much more difficult in unsupervised informal settings. Second, science teachers can alter their classroom instruction and support on the basis of the feedback that games and simulations provide. Most teachers reported that they liked receiving these data Dieterle et al. In classroom settings, the teacher can take advantage of feedback from the simulation or game to enhance and individualize learning—an opportunity that is not available in informal settings.
Third, science games and simulations can be adapted for students with special needs, allowing them to be mainstreamed in science classrooms. For example, the developers of an augmented reality curriculum adapted it to meet the needs of a student who was visually impaired Dunleavy, Dede, and Mitchell, Hansen, Zapata-Rivera, and Feng are testing a new simulation-based learning system with integrated assessment that shows promise of supporting science learning for all students, including those with disabilities.
As another illustration, a special needs teacher modified the River City curriculum so that her class of cognitively challenged students could complete a substantial part of the curriculum, with very positive effects on their motivation and self-efficacy. Classrooms offer opportunities for teachers to extend the supports that can be embedded in science games and simulations to meet special needs.
Fourth, educational games and simulations can potentially help prepare students to take full advantage of other science learning activities. For example, Metcalf, Clarke, and Dede are currently designing and studying a learning environment focusing on virtual ecosystems.
The researchers plan to study whether students who experience this learning environment are better prepared to take full advantage of their visits to real ecosystems.
For example, some students in urban settings. Teachers were instrumental in helping learners make these types of connections. Further research is needed on what types of professional development are most effective in helping teachers to realize these opportunities for individualizing learning with simulations and games Schwarz, Meyer, and Sharma, Games and simulations draw on psychosocial factors to motive and to educate.
Schools provide a setting in which students can informally discuss simulations and games, complementing the more structured, formal discussions in their science classes. As described in the previous chapter, Steinkuehler and Duncan found evidence that online discussions of the commercial game World of Warcraft supported shared learning. By providing supervised access to the curriculum at these times, the schools allowed students to develop communication skills and social relationships centered on science learning.
Schools also host clubs and other organizations that provide opportunities for learning informally with simulations or games.
The growth of robotics illustrates this potential; similar to augmented reality games, robotics adds a kinesthetic dimension to learning Rogers and Portsmore, Some games e. Science teachers can employ modding to encourage students to learn by designing simulations or games Annetta et al. Dede c identified several constraints on the use of educational games and simulations in formal classroom settings, some of which are closely related to the opportunities described above. One is that the classroom teacher may not always implement the game or simulation in the manner intended by its designers, inadvertently undercutting student learning.
For example, although River City is designed to motivate and support students in moving from exploring the virtual environment to formulating and testing a hypothesis, some teachers have asked students to use the curriculum to simply confirm correct answers that the teachers provided in advance Ketelhut et al.
As noted in Chapter 1 , students often find inquiry learning difficult National Research Council, b. To effectively help students through these difficulties, teachers require deep content knowledge and effective teaching strategies. These requirements, together with practical constraints, such as lack of time and the press of high-stakes science assessments focusing on content knowledge, may discourage teachers from using games to engage students in inquiry learning.
Another constraint is that schools often lack the technology infrastructure required to support a game or simulation. These problems include difficulty providing one-to-one student access to computers and challenges in obtaining network access to outside resources. The requirement that teachers grade student work, including work with simulations and games, can also pose a constraint. Another constraint is posed by current assessment methods.
Current high-stakes science tests do not accurately measure the complex understandings and skills developed by high-quality simulations and games Quellmalz et al. They tend to be designed primarily for entertainment purposes, though some are intended to make social and political statements. These games are usually more sophisticated than their browser-based counterparts.
They cover a range of historical periods largely untouched by the browser games; by the same token they tend not to deal with contemporary events. Knowing the hardware basics is all very good, but where can one find appropriate games for classroom use? One can find all sorts of options with a bit of time and a search engine, but here are a few suggestions for starting points. One can also hunt through video game review websites looking for reviews of historical games.
PC Gamer , both the website and the magazine, is my favorite of these resources when it comes to browsing for appropriate desktop games with historical themes.
Video games as primary sources? Read about the Library of Congress's video game collection. About the Author. Create an account. First Name. Last Name. Repeat Password. Year Gender Select Male Female Other. Cancel Create Account. Thank You Please check your email for an activation link. Note: You must activate your account before you can use it.
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See our Privacy Policy and User Agreement for details. Create your free account to read unlimited documents. Practical hands-on tips and insights for successfully integrating games into classroom practice.
Guidelines to successfully implement games in classrooms in grades , from those schools and companies that have pioneered this space. The SlideShare family just got bigger. Home Explore Login Signup. Successfully reported this slideshow. We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads.
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Principles of Games and Simulations -presentation to a games and learning cla Technologies for Distance Education. Computer in Distance Education. Role Of Medi In Education. Distance education. Educational games and simulations. Related Books Free with a 30 day trial from Scribd. Dry: A Memoir Augusten Burroughs.
Related Audiobooks Free with a 30 day trial from Scribd. Empath Up! I did and I am more than satisfied. Modjadj Cate Kgatle. Zaher Nourredine. Show More. Views Total views. Actions Shares. No notes for slide. All rights reserved. He consults on strategic direction, marketing programs and sales management for publishing and education technology companies.
His recent focus has been the blending of technology and print solutions with emphasis on virtual worlds, video games and Web 2. Lee blogs regularly at www. He writes for several magazines and is a frequent speaker at education technology conferences. SIIA provides global services in government relations, business development, corporate education and intellectual property protection to the leading companies that are setting the pace for the digital age.
The Division shapes and supports the industry by providing leadership, advocacy, business development opportunities and critical market information. SIIA provides a neutral business forum for its members to understand business models, technological advancements, market trends and best practices. With the leadership of the Division Board and collaborative efforts with educators and other stakeholders, the Division undertakes initiatives to enhance the use of educational technology and the success of SIIA members.
Email education siia. Additional Copies? Educational institutions have permission to reproduce this document for use in education practice, including coursework and staff development work, if the copyright is attributed to SIIA. Guidelines for K Education 3 4.
This working group has helped SIIA members understand the value, market, business models and approaches to this application of education technology. We gathered critical information for this report by using EDRoom [www. They developed the panelist profile to help SIIA secure a geographically diverse panel of district and school level administrators and teachers.
Our focus participants were teachers, technology coordinators and instructional leaders who actively used games and simulations in the classroom for at least one year.
They represented district sizes that ranged from individual private academies to the largest public school district in the country and one college professor. We are extremely grateful for the expertise and time that they gave to this project. We interviewed executives from companies and organizations who develop educational games and simulations. This term encompasses video games, console games and virtual worlds used in the classroom.
Reader Rabbit, Math Blaster, etc. We start from an assumption that games have positive impacts and our The guidelines objective is to support the growth of this promising and emerging market. We have distilled the hard—won lessons from the schools and companies that have for implementing pioneered this space in order to provide guidelines to new users.
EduGames This paper is intended for teachers, administrators, policy makers and are based on developer companies. They will get practical hands—on tips and insights on successfully integrating games into classroom practice. If you need to be persuaded that games can work, we urge you to read the books and research developed on this topic. SIIA published a 12—page roundup of the research base, case studies, books and media coverage of EduGames.
The paper can be accessed for free at www. The guidelines for implementing EduGames are based on common sense. However, EduGames are different enough that they do require some specific implementation assistance. While EduGames exist for all curricular levels, we have focused on implementation in grades 5— We conducted an online focus group of classroom practitioners, interviewed companies and institutions that have deployed games broadly and did a literature review to develop these guidelines.
See the Appendix for detail on the interviewees. Phase 1 — Selling the Idea The effective deployment of any instructional resource requires the support of teachers.
Educators cannot feel threatened, be uncomfortable, or lose control when they use something new. With EduGames, the potential for all three of these issues is higher, so a well crafted strategy to address them is essential.
Administrators need to understand their unique role and see resources that they can use to explain the project to stakeholders. Administrators will need to be equipped with research and references that can be shared with parents and the press.
Guidelines for K Education 7 7. Advocates for EduGames need to earn the trust of IT early in the process, or the project can be shut down before it even begins. Students should not feel threatened and they need to understand how it will work. As with any new instructional resource, gaining parental support is an important part of the political process. Widespread misconceptions about games can stall efforts unless you are prepared to address them.
Regularly inform parents of the purpose, scope and results of the project. Demonstrate the connection to 21st Century Skills to earn the support of the community. Where possible invite parents into the process.
Phase 2 — Preparation A holistic approach that addresses technical infrastructure, installation, support resources, professional development and lesson planning covers most of the bases. Because EduGames are still largely unknown to most educators, implementation services can not be optional. In order to reach sustained — rather than experimental — usage, schools and districts need to dedicate time and money to preparing the environment thoroughly.
Districts vary widely in technology infrastructure, the openness of IT to new solutions and their general policies about games and learning. However, in general, advocates need to acknowledge that games need extra support and cooperation from IT. Implementing any new instructional approach requires professional development.
Even teachers who are gamers do not intuitively know how to use games in the classroom. Tightly link professional development and initial student use — any delay can lead to problems. Teachers need to understand how the activities connect to the standards, what the goals are for the exercise and which students it can benefit the most.
They should also introduce the games at a pace they are comfortable with. Teachers are the lynch pin to success. Get the right teachers on board and they will inspire their students and the other teachers in your building.
Ideally you want people who are leaders — politically, technically and pedagogically. Phase 3 — Implementation The majority of the comments we received on teaching strategies related to blended learning.
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