1. Computer game development as a literacy activity Presenter: Yu-Chu Chen Advisor: Ming-Puu Chen Date: July. 29, 2009 1 Owston, R., Wideman, H., Ronda, N. S. & Brown, C. (2009). Computer game development as a literacy activity. Computers &Education, 53(3), 977-989.

2. Introduction - Games and learning To date, there is insufficient research beyond anecdotal evidence that would support game use in the classroom (Bonk & Dennen, 2004; Dempsey, Haynes, Lucassen, & Casey, 2002; Gredler, 2004). According to studies, four key factors that contributed to increasing student motivation and engagement in learning: the provision of a narrative context for the game; the incorporation of fantasy elements in a game; the inclusion of opportunities for players to make choices during game play; the provision of opportunities for the incidental personalization of the game activity by the player. Teachers in the study saw several educational benefits to the use of the games, including developing students’ communicative, collaborative, and strategic-planning skills. 2

3. Introduction - Games, engagement, and literacy Student engagement is a crucial element in academic achievement, and especially so in relation to reading and literacy (Learning Point Associates, 2005). Relating to literacy development: the provision to students of relevant and interesting material (Greenleaf, Jimenez, & Roller, 2002); the heightening of student self-confidence and control of their own actions (which students so often lack at school) (Alverman, 2003); greater student involvement in reading (Baker & Wigfield, 1999) and collaboration (Guthrie et al., 2007). Lyle (2000) found that student literacy skills were enhanced by teaching geography using a range of literacy-specific activities including creating a board game. Wong (1985) discusses the instructional merits of using student- generated questions in reading, which include active processing of the material, activation of prior knowledge, and improving students’ metacognitive skills. 3

4. Introduction - Research questions Can computer game development as a pedagogical activity lead to improved learning of basic literacy skills? What new digital literacy skills do students acquire as a result of this activity? What is the impact of game development on student classroom engagement? How do teachers adopt and shape the practice of student game development in the classroom? 4

5. Method - Research design Grade 4 students from 9 elementary schools in Canada. 9 Experimental groups (125) and 9 control groups (186): Both groups studied the same curriculum unit over a 10 week period, however, only the experimental group developed computer games related to the unit using a game development shell. Data analysis: Using MANOVA to analyze the pre and post test (GRADE) ; and ANCOVA to SWT test which pre-test score as covariates. Field notes and teachers’ interviews 5

6. Discussion of results Basic literacy skills No significant difference on GRADE test because of a lack of uniform treatment. Significant difference on the SWT Logical Sentences test due to the requirement of reformulating questions and students’ engagement. new literacy skills Digital literacy skills: using software tool, accessing and browsing the web, solving problems, researching contents, using online maps and so on. Students’ engagement Game development can captivate students’ attention and be proven to be more educationally effective. So that students reviewed and make use of what they learned to impact on others. Teachers’ classroom implementation strategies The strategies was successful and made less time spent on helping students improve their question writing skills. 6

7. Conclusions Game development can be a viable option for schools. The study recommended that teachers use the approach for topics in which they have had difficult engaging students. That is students might be tired of the games. 7