Use of Teacher-Designed Games for In-Class Implementation
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Poster Design & Printing by Genigraphics ® - 800.790.4001 Use of Teacher-Designed Games for In-Class Implementation Yang Liu, MEd; Qing Li, PhD. University of Calgary Method Conclusion Findings CONTACT Qing Li, Phd Faculty of Education, University of Calgary Email: [email protected] Phone: 1-403-220-5507 Website: http://people.ucalgary.ca/~qinli/ Yang Liu, MEd Faculty of Education, University of Calgary Email: [email protected] Phone: 1-403-616-6628 Theories used in teacher- designed games Learning theories Design principles Interface design and game mechanics Characteristics of teacher- designed games Customized and individualized games. Detailed storylines in game design. Engaging, fun and interesting learning environment Significance of Study To enhance teacher education Teachers as game designers Instructional practice related to games Development of effective strategies of teaching in the digital era Educators would be able to create games that serve the needs of our own students. Teachers, as the subject matter experts and instructional designers, are able to build explicit learning objectives and target strategies and skills in the games. Teacher-designed games have great potentials and would be able to function amazingly and dramatically in teaching. Participants: 10 students in the graduate course at a university of Canada Course participants designing games targeting a particular group of learners Two of the participants are currently instructional designer. The rest of them are teachers from elementary to junior high school. Data sources: Initial data collection – direct class observation, students’ assignments and feedback Other data sources – teacher created digital artifacts (e.g. teacher self-created games, portraits of players). Focusing on participants’ design documents and games Date analysis: A collective case study Qualitative research by Marshall and Rossman’s (1999) Research team composed of a Purpose This study is a pilot project on giving teachers future suggestions to “physically” collaborate with “digital generation” in order to create an engaging and attractive learning environment. The findings of this study will focus on: what theories did teachers use when they made their games in order to be implemented in class; What are the characteristics of teacher-designed games? Find It – Maths game for Grade 2 Students The Vault – History game for elementary students
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Use of Teacher-Designed Games for In-Class Implementation. Yang Liu, MEd; Qing Li, PhD. University of Calgary. Findings. Method. Conclusion. Purpose - PowerPoint PPT Presentation
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Poster Design & Printing by Genigraphics® - 800.790.4001
Use of Teacher-Designed Games for In-Class Implementation
Yang Liu, MEd; Qing Li, PhD.University of Calgary
Method ConclusionFindings
CONTACT
Qing Li, PhdFaculty of Education, University of CalgaryEmail: [email protected]: 1-403-220-5507 Website: http://people.ucalgary.ca/~qinli/
Yang Liu, MEdFaculty of Education, University of CalgaryEmail: [email protected]: 1-403-616-6628
Theories used in teacher-designed games
Learning theoriesDesign principlesInterface design and game mechanics
Characteristics of teacher-designed games
Customized and individualized games.Detailed storylines in game design.Engaging, fun and interesting learning environment
Significance of Study
To enhance teacher educationTeachers as game designersInstructional practice related to games Development of effective strategies of teaching in the digital era
Educators would be able to create games that serve the needs of our own students.
Teachers, as the subject matter experts and instructional designers, are able to build explicit learning objectives and target strategies and skills in the games.
Teacher-designed games have great potentials and would be able to function amazingly and dramatically in teaching.
Participants:
10 students in the graduate course at a university of CanadaCourse participants designing games targeting a particular group of learnersTwo of the participants are currently instructional designer.The rest of them are teachers from elementary to junior high school.
Data sources:
Initial data collection – direct class observation, students’ assignments and feedbackOther data sources – teacher created digital artifacts (e.g. teacher self-created games, portraits of players). Focusing on participants’ design documents and games
Date analysis:
A collective case study Qualitative research by Marshall and Rossman’s (1999) Research team composed of a professor and a graduate student.
PurposeThis study is a pilot project on giving teachers future suggestions to “physically” collaborate with “digital generation” in order to create an engaging and attractive learning environment. The findings of this study will focus on: what theories did teachers use when they made their games in order to be implemented in class; What are the characteristics of teacher-designed games?
Find It – Maths game for Grade 2 Students
The Vault – History game for elementary students
