1. JONG, M.Y. et al.(2007).The proceedings of the 11 th Global Chinese Conference on Computer in Education(GCCCE2007). P.411-p418. Teacher perception of Harnessing VISOLE for learning and teaching Adviser: Ming-Puu Chen Presenter: Chia-Yen Feng

2. Introduction(1/2) Computer game are always pervasive among youth generation. Most of prevalent educational game appeared in schools are actually “game-based” drill-and- practice exercises for sugaring various teacher- centered approaches, rather than facilitating student-centred learning. 2

3. Introduction(2/2) VISOLE(Virtual Interactive Student-Oriented Environment) (Lee and Lee, 2001)which is a pedagogical approach to empower game-based learning. Does VISOLE really work? measuring students’ learning outcomes on VISOLE. investigate teachers’ perceptions of this approach. 3

4. A Close-up of VISOLE Composed of 3 phases Figure 2. The Game-play Interface of FARMTASIA (A)Cropland, (B) Orchard, (C)Rangeland, (D)Wise Genie 4

5. Design of the Study(1/2) Participant secondary schools in Hong Kong. Participating in a VISOLE competition on FARMTASIA 《農場狂想曲》. Two stages Intra-school Inter-school Subjects – VISOLE Teachers 30 teachers from 16 Hong Kong secondary schools voluntarily participated in the study. 5

6. Design of the Study(2/2) Data Collection With a combination of quantitative and qualitative research methods, the data collection procedure was administrated at the first phase of the competition (i.e., the Intra-school one) in every school. The whole VISOLE process took around 1 month to complete 1 week for Multi-disciplinary Scaffolding, 2 weeks for Online Game-based Learning (8 rounds of game-play, 1 hour per round, the students played 1 round per every 2 days 1 week for Summative Debriefing. Observed at least 1 scaffolding class and 1 debriefing class at each school. Within 2 weeks after the VISOLE process, we conducted a questionnaire-based survey and individually interviewed with all participating teachers for studying their perceptional thoughts and opinions on VISOLE. 6

7. Research Findings(1/2) Perceptions of VISOLE 7

8. Research Findings(2/2) Opinions on Respective Components in VISOLE All pedagogical approaches need debriefing, even if they are teacher-centred. It is not new stuff.. But surely, the debriefing paradigm used in VISOLE is different from the traditional one which mainly aims for the reinforcement purposes and is normally in drill-and-practice paradigm. The debriefing paradigm in VISOLE is quite student-centred and it is expected to use real scenarios happened in the game for case studies …… the students may gain new knowledge during the case studies, not just being reinforced. 8