1. Game-Based Learning and its Effects on Problem Solving Jennifer Lowery, Radu Nicolescu, & Sarah Stalker EIPT 5533: Introduction to Instructional Technology

2. Outline  Introduction  Problem/Issues  Literature Review  Positive Outcomes -- Sarah  Liu, Cheng, Huang (2011)  Yang (2012)  Chang, Wu, Weng, Sung (2012)  Inconclusive Outcomes -- Radu  Fanetti (2011)  Spiers, Rowe, Mott, Lester (2011)  Killi (2007)  Negative Effects -- Jenn  Frank (2012)  Rieber & Noah (2008)  Conclusions  References

3. What is Game-Based Learning?  Game based learning has three components  Competition  Engagement  Immediate Feedback  Computer games being used more as an intrinsically motivating educational tool that encourages curiosity (Chang et al., 2012)

4. Why Use Game-Based Learning  What researchers are trying to gain from studying game- based learning: James Gee on Video Games: MacArthur Foundation  Example of a game used for learning A Serious Game for Medical Training in Advanced Life Support

5. Positive Outcomes Studies showing an increase in problem solving skills after using game-based learning in the classroom.

6. The effect of simulation games on the learning of computational problem solving – Liu, Cheng & Huang (2011)  Goal: To obtain a clearer picture of the problem solving strategies by using simulation games.  Study Design  Introduction to Computer Science Course  Used activity logs to record and extract behavioral attributes  Results: Simulation games constitute as an effective approach assisting novice programmers to learn problem solving skills Positive Outcomes

7. Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation – Yang (2012)  Goal: How does using a DGBL environment affected development of students’ problem solving skills and learning motivation? (She had 4 research questions – See Handout)  Study Design  9 th Grade Civics & Society Class – Experiment & Control Groups  Used test scores (pre-test & post-test)  Results  DGBL was effective in promoting and improving students’ problem solving skills – Traditional teaching method showed no improvement  Higher-order thinking skills take an entire semester to develop Positive Outcomes

8. Embedding game-based problem-solving phase into problem-posing system for mathematics learning – Chang et al. (2012)  Goal: Effects of Problem-posing system on students problem-posing and problem-solving abilities as well as flow experiences.  Study Design  Fifth grade students from four different classes  Pre-test and post-test  Results  Pre-test scores had to be below a certain value for there to be improvement in problem solving abilities  Problem-solving, posing, and flow experiences were greater in the experimental group than control group. Positive Outcomes

9. Inconclusive Outcomes Neither significant increase nor significant decrease in problem solving skills were noticed after using game-based learning in the classroom.

10. The effect of problem solving video-games on the science reasoning skills of college students – Fanetti (2001)  Goal: To determine in what ways, if any, the problem-solving video games affect students’ reasoning and problem solving  Study Design  Both qualitative and quantitative methods  Players solve puzzles including certain types of reasoning  The researcher records each participant’s performance and the answers to an interview.  Results: Participants’ performances proved that the use of problem-solving games “did not improve the science reasoning skills” Inconclusive Outcomes

11. Problem solving and game based learning: effects of middle grade students’ hypothesis testing strategies on learning outcomes - Spires, Rowe, Mott, Lester (2011)  Goal: To determine how well students who played a specific game, could problem-solve within the game  Study Design  Analyses of relationships among participants’ hypothesis testing strategies, content learning gains, and in-game performance  Multiple regression analysis (post-test scores vs. number of goal completed and the pre-test scores).  Results: The game was more effective for some students but not as effective for others.

12. Foundation for problem-based gaming - Kiili (2007)  Goal: To develop a model for problem-based gaming that can be used to design more effective educational games  Study Design  Subjects participated in a business simulation game  Qualitative study; subjects were interviewed after the game.  Results: Educational games design does not necessarily lead to improved problem-solving skills. Inconclusive Outcomes

13. Negative Effects Negative effects sometime occur when using game-based learning software.

14. Gaming the game: a study of the gamer mode in educational wargaming – Frank (2011)  Goal: To determine if proper and effective officer training will be used in a simulation/game  Study Design  Cadets going through officer training education were paired to complete a simulated mission.  Cadets were monitored both in their conversations and in actions.  Results: The cadets defied most of the training they received and simply went into “warrior mode.” Negative Effects

15. Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning – Rieber & Noah (2008)  Goal: To determine if game-like situations increased adult learning.  Study Design  University students played a game created to teach the relationship between acceleration and velocity.  Pre- and post-tests were given to all participants.  Results: Most students were consumed with improving their score and did not discover the relationship between the concepts. Negative Effects

16. Conclusion  More research data shows that gaming is beneficial  Certain software just does not deliver  Many variables that could affect the outcome  More research is necessary because of contradictory data  Games have to be carefully designed in order to become effective learning tools

17. References  http://serc.carleton.edu/introgeo/games/whatis.html http://serc.carleton.edu/introgeo/games/whatis.html  https://www.youtube.com/watch?v=qGd1URORsoE&feature=BFa&list=PL4BF893B77D 0FA512 https://www.youtube.com/watch?v=qGd1URORsoE&feature=BFa&list=PL4BF893B77D 0FA512  https://www.youtube.com/watch?v=Be8UJeRBN1I&feature=related https://www.youtube.com/watch?v=Be8UJeRBN1I&feature=related  Chang, K., Wu, L., Weng, S., & Sung, Y. (2012). Embedding game-based problem solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.  Fanetti, T. (2011). The effect of problem solving video games on the science reasoning skills of college students. Retrieved from ProQuest on 10/15/2012.  Frank, A. (2012). Gaming the game: a study of the gamer mode in educational wargaming. Simulation & Gaming, 43(1), 118-132.  Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology. Vol 38 No 3, 394-404.  Liu, C. C., Chen, Y.B. & Huang, C.W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education 57, pp.1907–1918.  Rieber, L. P., & Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92.  Spires, H, Rowe, J., Mott, B, Lester, J. (2011). Problem solving and game based learning: effects of middle grade students’ hypothesis testing strategies on learning outcomes. J. Educational Computing Research, Vol 44(4) 453-472.  Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59, 365-377.