Implementing Educational Gaming in the Mathematics Classroom: Phase I, Professional Development

Phase I of the Dimension M Project was implemented during the Spring and Summer of 2010 at the Institute for Math Learning at West Virginia University (WVU)

Support West Virginia Department of Education The Center for the Advancement of Stem Education Blue Ribbon Mathematics Partnership Counties located in north central West Virginia (

Purpose The purpose of Phase I was to provide professional development to mathematics educators, with the specific goal of improving the quality of teaching using online educational gaming software.

Teaching Tool Used was educational gaming technology, Tabula Digita.

Primary Components for DimesnionM Instructional Modules Single Player Missions Multi-Player Missions Educator Portal

Includes an online management system for student performance data as well as many resources for a teacher implementing gaming technology.

Instructional Modules Developed based on the work on lesson planning by Hunter (1990). This component is made up of web-based flash modules. The modules are presented "in story" to complement the educational video game missions and are meant to teach students concepts and skills that are practiced within the missions.

Single Player and Multi-Player Missions Developed based on the Learning by Doing instructional theory of Schank, Berman, and Macpherson (1999). The Single Player and Multi-Player Missions are designed to foster skill development and the learning of key concepts through goal- based scenarios.

Program for Professional Development Fifteen mathematics educators representing seven middle/high schools in four counties in West Virginia. Two one-day meetings during the spring semester followed by a three-day workshop in June. Each school received a netbook computer, software and student licenses of Tabula Digita mathematics gaming software (1000 total seat licenses for each of three years of the project).

Phase I Demonstrate knowledge of educational pedagogy related to implementing digital gaming Demonstrate knowledge of philosophy of game-based, mathematical learning Demonstrate skills to navigate through Instructional Modules, Single Player, Multi-Player Missions in DimensionM and Dimenxian, and the Dimension M Educator Portal Develop an Implementation Plan for next academic year

Reflection Sheets Responses to reflection prompts at the end of each meeting day revealed that participants felt comfortable with the material to which they were being exposed. Final-Day reflection prompts were evaluated for trends regarding concerns for implementation of the gaming software into the classroom. Of the 15 participants, five were concerned about getting computer laboratory time and three were concerned about finding time in their schedule to include the materials. Only one participant mentioned concern about learning to "play" the games.

Predictions Each participant was asked to make predictions with respect to their students’ engagement with the educational gaming software materials during Phase II of the project. Reflective data will be collected at the end of the pilot implementation year.

Predictions Teachers were asked to predict which of the three components of Tabula Digita, Instructional Modules, Single Player Missions, and Mulit-player Missions, would have the greatest impact on each of the following: a) students enjoying/appreciating mathematics, b) students learning mathematics, and c) students doing mathematics.

Predictions Fourteen of the fifteen responded that the Multi- Player Missions would have the most impact on students enjoying/appreciating mathematics, Thirteen of the fifteen felt that the Instructional Modules would have the most impact on students learning mathematics Ten of the fifteen felt that the Single Player Missions would have the most impact on students doing mathematics.

Evaluations The content was at the appropriate mathematical level ( average score out of 5). –10- 5's, and 3- 4'sAvg The work assigned in this workshop will enhance my teaching. –8- 5's, and 5 - 4'sAvg The workshop experience will help me teach more effectively. –9- 5's, 3 - 4's and 1 - 3Avg The discussions about how to teach were useful. –8- 5's, 4- 4's and 1 - 3Avg The materials provided were useful. –11- 5's, and 2 - 4'sAvg Overall ratings out of 10 for material wasAvg. 9.46

Discussion Most concerns surrounding the implementation of the gaming software into the classroom are associated with making time in the schedule to fit-in the use and obtaining time in a computer laboratory Partnership Forms were signed and implementation plans were completed. Other implementation concerns that arise throughout the year are addressed in discussion boards via the on-line project site during Phase II.

Discussion Most teachers felt that the Multi-Player Missions would have the most impact on students enjoying/appreciating mathematics, that the Instructional Modules would have the most impact on students learning mathematics, and that the Single Player Missions would have the most impact on students doing mathematics. Teachers were asked to make the predictions after having several hands-on sessions with each of the components.

Discussion Instructional Modules, according to Tabula Digita, are meant to teach students concepts and skills that are practiced within the missions. In their predictions, teachers validated the intent of the Instructional Module component use. Multi-Player Missions was chosen as the component most likely to impact students’ enjoyment. These missions are often played by using teams and almost always are played in groups. Single Player Missions set up the structure for students to do their own work in "real time". In order to be successful in a Single Player Mission, an individual must be able to "do the math". Teachers validated the intent regarding how the missions are intended to be implemented.

Phase II Phase II of the project includes three, one- day follow up sessions and online interactions throughout the academic year, implementation of the materials in the classroom, and project evaluation using student performance data.

Two web-based survey forms were created and used to collect the pre- and post data. Survey is password protected Tests are automatically graded Data is saved to Excel file for analysis Events (attempts, submission) are logged Online Data Collection

Survey and Content Assessment Attitude Inventory Cronbach’s alpha of self-confidence, value, enjoyment and motivation 1. Technology is a very worthwhile and necessary tool to learn math. 2. I want to develop my technology skills. 3. I think robotics technology is a good way to integrate technology into learning math. 4. Technology helps develop the mind and teach a person to think about math. 5. I think of technology as only calculators, computers and software. 6. Digital games help me to view technology in a new perspective. 7. Games could be a very helpful tool to link real life experiences with learning K-12 math courses. 8. I can think of many ways that I could use technology to learn math. 9. Technology is one of my most dreaded subjects. 10. My mind goes blank and I am unable to think clearly when working with technology. 11. Using technology to learn makes me feel nervous. 12. Using technology to learn makes me feel uncomfortable. 13. I am always under terrible stress when thinking about how to use a piece of technology in my class. 14. It gives me a headache to even think about having to do a lesson integrating technology to learn math. 15. Technology does not scare me at all after being introduced to digital math-games. 16. Technology does not scare me at all after being introduced to robotics. 17. I have a lot of self-confidence when it comes to using games to learn math. 18. I am able to use robotics to learn math concepts without too much difficulty. 19. I expect to use digital games to learn math. 20. A strong technology background could help me in my professional life.

Phase II Evaluation Plan Vennessa, would you like to add a few slides?