What is effective Games Based Learning and why does it work?
According to Dr.Susan Ambrose, Director of Carnegie Mellon's Eberly Centre for Teaching Excellence,
Good game-based learning applications can draw us into virtual learning environments that look and feel familiar and relevant.... this is motivational because we can quickly see and understand the connection between the learning experience and our real life work.
(New Media Institute, 2012, p.1.)
I am aware from reading the power points and speaking to peers that Dundee University Lecturer's David Miller and Jill Shimi presented an input about Games Based Learning, specifically relating to 'DrKawashima's Brain Training, 'Nintendogs' and 'Guitar Hero'.
During my first year at University, whilst undertaking my 1SE1 placement I had the opportunity to observe a primary 3/4 class using Guitar Hero as their term topic. They were linking the game with a variety of subjects, including maths (speed, time), Music (notes and bars), Health and Wellbeing, (social interaction, effective group work and turn taking and Art, (creating band posters for a concert). Initially I was a little sceptical but through speaking to their teacher and observing them undertaking Guitar Hero activities it was clear that the game was a familiar stimulus to enhance cross-curricular learning. Pupils were motivated and enthusiastic about independantly developing their learning around the game building on their confidence and self esteem. They were also developing effective communication and collaboration skills, and parallel to this were developing new and existing friendships. In Jill Shimi's study into the Nintendo DS game 'Nintendogs' she noted in her findings that the game
'increased social interactions, especially with the less confident children'
(Shimi.J, 2010. p.no page given)
I also noticed that the children were developing skills in basic ICT like monitor and keyboard functions along with enhancing sensory functions, eg- hand/eye co-ordination, effective listening and fine motor skills. In 2003, LTScotland produced a document called 'Early Years Matters 4' that looks at how games based learning through ICT can motivate learning in the early years,
ICT has a great capacity to enable children to engage positively in imaginative and active learning. The instant feedback it offers and the opportunity to present ideas in dynamic and stimulating ways is immensely valuable.
(LTScotland,2003,p.1.)
During the week commencing 13/02/12 my ICT group facilitated a games based learning activity with a class of primary 6 pupils from a local school. We had spend an earlier input choosing and then creating an activity that focused on the up and coming London Olympics as a context stimulus. As a group we had considered how specific games can enhance certain types of learning. We decided to create an activity that involved pupils using 'Mario and Sonic at the Olympic games on the Nintendo Wii.
Pupils were divided into two teams (one team 'Sonics' and one team 'Marios'). Students modelled how to play the game for the pupils. The pupils then had to race their character against a fellow pupil. The game/race was the stimulus for the lessons learning. (See lesson plan - Games Based Learning in the classroom, 16/02/12).
As a group we decided that the lesson learning would be centred around the use of Digi-Blu cameras. The camera takes approx 15 'snapshots' a second of an image, for example a plastecine character. Every 2-3 shots the character can be moved slightly. Each shot is stored on a reel.As the number of shots increases the gradual movement of the model develops. In this way the camera is creating a simple moving image (or animation).
The pupils were given instructions and shown how to play Mario and Sonic. They were to divide into two teams, one sonic and one mario. We set the game to play the olympic 100 metres race.
We then showed the pupils how to use the digiblu cameras. As a group we had set up a model racetrack (see picture below), and created plastecine characters of mario and sonic for the pupils to manipulate and race in a short animation. There were 2 stimulus of the Sonic and Mario game. Firstly, the pupil to win the race in each round was allowed to move their plasticine character further in the race and secondly pupils could observe how the characters on screen moved and try to mirror that with the plactecine characters in the animation.
Our Whiteboard Olympics Display
The Olympic 'hula-hoop' rings
Our 'Racetrack' and plastecine characters
As a group we asked for feedback from the pupils who attended this session. Inevitably the teams that won the race seemed to enjoy the activity more. Each group gave us a list of computer games they would like to see being allowed in the classroom. They included Fifa World Cup, Piggy Panic, Crazy cabinet, Nintendogs, Guitar hero and various Wii games like Wii Fit and Wii Sports resort.
In conclusion I feel that games based learning - when utilised and planned carefully - can be an effective 'hook' to expand and develop children's learning in the classroom. It can motivate, engage and excite, building on pupil's confidence and social interaction skills in a context that they are all to familiar with in their lives already. After all, as David Buckingham states
technology inherently fosters a more flexible, open-ended, student-led style of learning.
Buckingham.D (2008). p.99.
Referencing
Buckingham,D. (2008) Beyond Technology. Children's Learning in the age of Digital Culture. Cambridge. Polity Press.
Early Years Matters Document (2003). Available online at: http://www.ltscotland.org.uk/earlyyearsmatters/Images/early_years_matters_issue_4_tcm4-122072.pdf. Accessed 18/02/12
New Media Institute. (2012). Available online at: http://www.newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html. Accessed 18/02/12.
Shimi.J, Miller.D, Hudson.A, Miller.A. (2010). Nintendogs as a contextual hub:an overview of the project. Annual Research Conference.
