1. IDT 860 Literature Review Presentation Jilian L. Reynolds Gaming and Video Game Design/Coding in the K-12 Educational Setting

2. A little glimpse into my research passion… https://drive.google.com/file/d/0B- 9TSeS9nRwTcGVsQlVwc2NHTTg/view?usp=sharing

3. Why Coding? Why Game Creation? wescheme.org

4. The original circle is 50 pixels. How can you scale this down 50%? What about scaling it down 20% of its original size?

6. Finished Product: http://www.wescheme.org/view?publicI d=mQZ3Mv0gmb Bootstrapworld Curriculum

7. http://divecoding.com/ A future endeavor…

8. Research Questions: Does the infusion of gaming and digital video game design/coding in K-12 classroom lessons increase motivation, engagement, and academic achievement among students? How might teachers successfully implement gaming and digital game design/coding into their regular curricula without digressing in pace? Would the implementation of gaming and digital game design/coding in K-12 settings strengthen education overall?

9. Conceptual Framework K-12 Curriculum Gaming: Simulations & Drill and Practice Classroom Implementation Effectiveness? Motivation/Academic YES Mixed Possible reasons A new idea: Computer science/coding

10. Method Computer science/coding infusion in K-12 Settings K-12 Settings Only! - Gaming in education -Computer Science in Elementary, Middle, and High School - Video Game Design in Education - Video Game Design in the Classroom - Scaffolding in Video Game Design - Gamification - Video Game Creation - Coding and Computer Science in the K-12 Classroom - Video Games and Motivation

11. A search was conducted using the following databases and tools: Google Scholar ERIC Education Research Complete EDITLib 23 Articles Total - 15 Empirical - 8 Conceptual * 12 articles: Students actually implement game creation/coding assisting in learning course material Remaining articles: Motivational & academic effects of curriculum- focused gaming in the classroom, cognitive development, implementation practices

12. Popular Authors and Research Squire – “Video games elicit powerful emotional reactions in their players, such as fear, power, aggression, wonder, or joy.” By learning how to harness these emotions through video game play and design, a greater understanding of content may be reached.”

13. Popular Authors and Research Rosas, et. al. 1,274 elementary school students from economically disadvantaged schools - 79% of teachers noticed a positive change in verbal interaction between students - 93% noticed an increase of self-esteem - 79% fellowship - 93% in attention and concentration - 85% in math performance - 93% in language performance - 72% in discipline. - “Teachers reported that the games turned out to be so motivating that students developed a greater interest in learning and even a higher motivation in attending school itself.”

14. Popular Authors and Research Khalili, et. al. – Not only did creating games about science topics assist students in retaining the information, but it also made them better presenters of the material Schanzer, et. al. (Bootstrapworld Curriculum Developers) – “Mean scores rose from 51% to 64% on function- composition problems and from 30% to 57% on word problems.” Thompson – “By infusing classroom content with mobile app creation, students master content concepts in addition to learning how to become successful problem solvers.”

15. Popular Authors and Research Annetta, et. Al. - 60 high school students used a video game to assist with the study of genetics in a science class - “This study was designed by the teacher to probe student understandings of pedigrees, Mendelian inheritance, blood types, and DNA fingerprinting through a problem-based crime scene investigative mystery.” * No significant gains on the standardized testing among the students in the group, which utilized the game and the control group, which did not.

16. Results/Main Findings Video Games pertaining to curriculum and/or any type of digital/game creation automatically increase higher order thinking, motivation, and engagement among students in the majority of cases Academic achievement with regard to standardized and classroom test scores showed mixed results and need to be further researched There is a gap in research in that there are so few empirical studies with measurable outcomes such as giving students a pre-test, having them play or create a game, and giving them a post-test.

17. Is it possible? If standardized and classroom exams are adding to the assumptions that curriculum gaming, video game creation, and coding in the K-12 setting is not an effective method of teaching, are we truly asking the right exam questions? Are multiple choice questions the only form of research data? If students were asked to solve problems based on content-specific scenarios, would what they learned in gaming simulations and coding experiences prove to be effective? FUTURE RESEARCH…

18. Discussion… Do you think gaming has a place in mainstream education? Do you think computer science and coding should be implemented in the regular education setting? Taking into consideration the results of research, is student motivation enough to sustain a program or are test scores and achievement the ultimate decision maker?