Spreading the word Using wikis and blogs within
Spreading the word: Using wikis and blogs within gamesbased learning activities Matthew Bates (matthew. bates@ntu. ac. uk) Jamie Tinney (jamie. tinney@ntu. ac. uk) Nottingham Trent University, Nottingham UK 2 nd Irish Symposium on Games-Based-Learning Waterford Institute of Technology, Ireland, 7 th June 2012
Motivation Why use social-media tools within games-based learning? • Gaming is becoming the new ‘third place’ • Has the potential to inspire community learning • Play requires exploration, conversation and collaboration • Which encourages creation of peripheral game resources Wiki knowledge Video tutorials Media-rich blogs *Steinkuehler, C. (2007). Virtual Worlds, Learning and the new Cosmopolitan. Proceedings of the European Conference on Games-Based Learning, Paisley, Scotland, October 2007.
Examples: Moose Crossing (Bruckman & De Bonte, 1997): - Computer Supported Collaborative Learning Environment - Text-based ‘MUD’ used by children 8 -13 years - Create (and populate) fantasy world with avatars Findings: - Face-to-face and online collaboration are complimentary -‘Peer experts’ help sustain continued interest in the activity *Bruckman, A. , and De Bonte, A. (1997). MOOSE goes to school: a comparison of three classrooms using a CSCL environment. Proceedings of the Computer Supported Collaborative Learning Conference, December 1997, Toronto, Canada.
Examples History Conundrum (Moseley et al. , 2008): - Alterative Reality Game (ARG) embedded in university VLE - Critical analysis of internet-based historical resources - Problem solving using collaborative wiki to present work - Supported by face-to-face introduction and prize awarding Findings: - Improved engagement through use of ‘game’ - Wiki-task unclear and unfair for ‘carrying’ poorer students *Moseley et al. (2009). Motivation in alternate reality gaming environments and implications for education. Proceedings of ECGBL 09, Graz, Austria, October 2009. pp. 279 -286
Examples The Multiplayer Classroom (Sheldon, 2011): - Designing a structured learning experience as a game - Using principles from video games to engage learners - Multiplayer game ideas in classroom activities - Improving attendance, attainment and participation Findings: - Thoughtful game design and student ‘buy-in’ is paramount - ‘Gamification’ may or may not be a passing fad *Sheldon, L. (2011) The Multiplayer Classroom: Designing Coursework as a Game. Delmar Cengage Learning
Study 1: Blog • 2009 extra curricular design project with children 13 -14 years • Using blog to support weekly face-to-face workshops • Facilitation: passive; simply initiate tasks and observe blog Blog *Bates, M. , Brown, D. , Cranton, W. and Lewis, J. (2009) Gaming and the firewall: exploring learning through play via game design with children, Presented at 3 rd European Conference on Games-Based Learning, October 2009, Graz, Austria.
Study 1: Position of Tool 3 primary functions as part of study: 1. Collect participant design ideas for comment by peers 2. Create a development history of work 3. Communication platform outside of workshops *Bates, M. , Brown, D. , Cranton, W. and Lewis, J. (2009) Gaming and the firewall: exploring learning through play via game design with children, Presented at 3 rd European Conference on Games-Based Learning, October 2009, Graz, Austria.
Study 1: Results • Invaluable tool to document development process • Useful for alleviating technical restrictions of school software • Useful for hosting materials and linking to hosting websites • 30% participants made use of the tool (11 posts in 10 weeks) • Main contributions: topics initiated (as posts) by educators • Incentives required for contribution (competitions) • Software often insufficient for user requirements • Workarounds (such as Youtube videos) demotivating *Bates, M. , Brown, D. , Cranton, W. and Lewis, J. (2009) Gaming and the firewall: exploring learning through play via game design with children, Presented at 3 rd European Conference on Games-Based Learning, October 2009, Graz, Austria.
Study 2: Wiki • 2012 coursework module for 2 nd Year undergraduates • Trainee teachers for Design and Technology Education • Apply game-play mechanics to non-game (educational) activity • Students gain points for completing achievements • In demonstrating their skills, knowledge and understanding Spreading the word – Bates, Tinney
Study 2: Position of Tool 3 primary functions as part of study: 1. Record: students’ skills and knowledge to build attainment 2. Recognise: achievements to promote competition and fun 3. Experiment: student owned activity = increased engagement? Spreading the word – Bates, Tinney
Study 2: Results • Students saw potential in future careers as teachers • Some students were prolific users • Students most excited by collaborating to raise ‘points’ totals • ‘Leaderboard’ positions reflected actual attainment • Educator concerns over shallow, not deep learning • Incentives required for contribution to the process • Some students did not use the tool - coaching needed • Technical barriers including: - poor user interface of selected tool - rewards should be more automated Spreading the word – Bates, Tinney
Conclusions Using social-media tools as platforms for GBL: • has potential to create powerful learning environments • but requires facilitation regardless of age and experience • selection of suitable media tools is vital to success of activities • learners to be involved in setting up the rules of the game • allow focus on collaborative achievements to build engagement • can be improved by building a narrative around the game Spreading the word – Bates, Tinney
Future Work • Blogs being trialled with young adults (18 – 25 years) • Participatory design initiative to tackle discrimination in sport • Future trials on undergraduate design-based modules • Positioned as diary of ‘development history’ for group projects • Integrating social media to enrich engagement. e. g. Twitter • Construct a game narrative around a undergraduate assignment Spreading the word – Bates, Tinney
References • Bates, M. , Brown, D. , Cranton, W. and Lewis, J. (2009) Gaming and the firewall: exploring learning through play via game design with children, Presented at 3 rd European Conference on Games-Based Learning, October 2009, Graz, Austria. • Bruckman, A. , and De Bonte, A. (1997) MOOSE goes to school: a comparison of three classrooms using a CSCL environment. Proceedings of the Computer Supported Collaborative Learning Conference, December 1997, Toronto, Canada. • Lee, J. J. & Hammer, J. (2011) Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, 15(2). • Moseley, A. , Whitton, N. , Culver, J. and Piatt, K. (2009) Motivation in alternate reality gaming environments and implications for education. Presented at 3 rd European Conference on Games-Based Learning, October 2009, Graz, Austria. • Sheldon, L. (2011) The Multiplayer Classroom: Designing Coursework as a Game. Delmar Cengage Learning. • Steinkuehler, C. (2007) Virtual Worlds, Learning and the new Cosmopolitan. Proceedings of the European Conference on Games-Based Learning, Paisley, Scotland, October 2007. Spreading the word – Bates, Tinney
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