The Importance of Teacher Bridging in Game-Based Learning Classrooms

2022 ◽  
pp. 426-454
Author(s):  
Jodi Asbell-Clarke ◽  
Elizabeth Rowe ◽  
Erin Bardar ◽  
Teon Edwards
Keyword(s):  
High School ◽  
Data Mining ◽  
Implicit Learning ◽  
Test Scores ◽  
Science Classroom ◽  
Educational Data Mining ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Physics Learning ◽  
Learning Games

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

The Importance of Teacher Bridging in Game-Based Learning Classrooms

2020 ◽  
pp. 211-239
Author(s):  
Jodi Asbell-Clarke ◽  
Elizabeth Rowe ◽  
Erin Bardar ◽  
Teon Edwards
Keyword(s):  
High School ◽  
Data Mining ◽  
Implicit Learning ◽  
Test Scores ◽  
Science Classroom ◽  
Educational Data Mining ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Physics Learning ◽  
Learning Games

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

The Invisible Breadcrumbs of Digital Learning

2020 ◽  
pp. 302-316
Author(s):  
Luc Paquette ◽  
Nigel Bosch
Keyword(s):  
Data Mining ◽  
Learning Environments ◽  
Test Scores ◽  
Learning Analytics ◽  
Educational Data Mining ◽  
Digital Learning ◽  
Fine Grained ◽  
Digital Learners ◽  
High Level ◽  
Digital Learning Environments

A main opportunity provided by digital learning environments is the ability to not only examine the final products of learning activities (e.g., essays, test scores, final answers to problems), but also the detailed logs of how learners interact with the environment itself. Those logs of the learners' actions serve as breadcrumbs marking the path they take as they engage with the environment, providing fine-grained information about when and how they interact with specific components of its user interface. The emerging fields of learning analytics and educational data mining have taken a particular interest in studying how we can make sense of those fine-grained interactions to better inform us of digital learners' experiences and how we can provide new opportunities to better support learners as they engage with digital learning environments. This chapter discusses how those fine-grained logs can be analyzed to identify high-level behaviors, investigate their relationships with learning, and provide us with insights about how to adapt learning environments to learners' needs.

Learning, Gaming, Designing: Using Playful Participation to Create Learning Games together with High School Students

2016 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Fares Kayali ◽  
Vera Schwarz ◽  
Gerit Götzenbrucker ◽  
Peter Purgathofer
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Design Thinking ◽  
Interdisciplinary Collaboration ◽  
Trial And Error ◽  
Game Based Learning ◽  
School Students ◽  
Game Analysis ◽  
Learning Games

The paper deals with developing learning games in the area of informatics and society in an interdisciplinary collaboration of researchers, university students, and high school students in Vienna, Austria. In this project, we apply mixed methods to ensure meaningful results. Playing research and game analysis are supposed to prepare secondary school students for the task of designing and creating learning games in a participatory setting, using explorative design and design thinking. The students are supported in doing so by the academics. The researchers will also evaluate the outcomes. The paper presents the first examples of informatics and society learning games and use the following approaches to trigger learning experiences: humor and exaggeration, shift of perspective, the presentation of facts, and trial and error. These results from the early stages of the project are encouraging and hint at the possible success of playful participation in the field of game-based learning.

scholarly journals Development of Problem Solving-Oriented Worksheet of Physics Learning In Senior High School

2018 ◽  
Vol 7 (2) ◽  
pp. 195
Author(s):  
Muhammad Syahrul Kahar ◽  
Ismail Suardi Wekke ◽  
Muhamad Ruslan Layn
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Average Increase ◽  
Model Data ◽  
Classroom Learning ◽  
Physics Learning ◽  
Significance Level ◽  
Data Collections ◽  
Validation Tests

This study aimed at identifying how did the improvement in the problem-solving ability of learners work in improving the ability of learners in constructing the materials obtained after the development of LKPD (Learner’s Worksheet) in classroom learning. This research used Research and Development (R & D) approach using the Kemp model. Data collections were done through problem-solving tests, validation analysis, and correlation test. The indicators of this study included the effectiveness of the developed learner’s worksheet and the increased ability of problem-solving that was seen from the learning results obtained. The results showed that the average increase in the learning outcomes of the learners was equal to 79.44 with a difference in the scores of learning outcomes where tcount = 32.806 > ttable = 1.734, with a significance level of 0.000. Also, the improvement of learning outcomes on the response of learners gives significant influence with a score of 0.338 with a significance level of 0.085. Based on these results the development, the problem-solving oriented students’ worksheet is declared valid and effective based on the results of validation tests by experts and the results of the implementation of classroom learning. These results impact the students’ learning outcomes. It is expected that in the learning process with different materials, the worksheet can be applied in improving students' ability to solve problems. It is suggested for a research to collaborate the worksheet with other models and, media that can be linked to the problem-solving aspects, so that in its implementation, students have the confidence to succeed, be more active, and interested in problem-solving given.

Sign in / Sign up

Export Citation Format

Share Document