Wayne - What the Research Says - The Knowledge Illusion · Title: Wayne - What the Research...
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GAMESBASED LEARNING. Timetoadop8on: two to three years. Wayne Holmes London Knowledge Lab
Transcript of Wayne - What the Research Says - The Knowledge Illusion · Title: Wayne - What the Research...
GAMES-‐BASED LEARNING. Time-‐to-‐adop8on: two to three years.
Wayne Holmes London Knowledge Lab
NMC HORIZON REPORT (K-‐12) Games-‐based learning
2011 2012 2013 2014 2015
Time-‐to-‐adop8on: Two to three years Time-‐to-‐adop8on: Two to three years -‐ Time-‐to-‐adop8on: Two to three years -‐ Game design (students as creators)
WHY HAS GBL ‘FAILED’ TO BE ADOPTED?
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TEACHERS NOT TRAINED IN GBL?
Bourgonjon, J.,, Grove, F.D.,, Smet, C.D.,, Van Looy, J.,, Soetaert, R., and Valcke, M., 2013. Acceptance of Game-‐Based Learning by Secondary School Teachers. Computers & Educa8on, 67, pp.21–35.
• GBL mostly ignores construc8vist affordances of games.
• GBL focuses on the ‘easier’ structured prac8ce
GBL TOO ‘CHOCOLATE-‐COVERED BROCOLLI’?
GBL FOCUSES ON COMPETENCIES AND FOUNDATIONAL LITERACIES?
THERE ARE SOME EXCEPTIONS...
• The Mystery of Taiga River (Sasha Barab et al., ASU)
• 3D immersive world. Students are environmental scien8sts who lead an inves8ga8on to save a virtual park with problems causing the fish to die out.
• Students inves8gate issues of water quality and approaches to decision-‐making.
DON’T THROW THE BABY OUT...
• iTalk2Learn project, researching an open-‐source intelligent tutoring plaiorm that supports maths learning for primary school students.
• This isn’t a game, but it has reaffirmed the importance of combining construc8vist and structured prac8ce learning opportuni8es.
GBL IGNORES THE BIG ‘G’?
• It is important to dis8nguish between the game as sokware (let’s call this the “limle ‘g’ game”) and the whole social system of interac8ons that players engage in inside (for mul8player games) and around the game (this is some8mes called the “meta-‐game”). We can call the combina8on of the game (sokware) and the meta-‐game (social interac8onal system) the “big ‘G’ Game.” (Gee, 2011, p.226)
Gee, J.P., 2011. Reflec8ons on Empirical Evidence on Games and Learning. In: S. Tobias and J.D. Fletcher, eds., Computer Games and Instruc1on. IAP, pp.223–232.
GBL DOESN’T FIT EXISTING EDUCATION STRUCTURES?
GBL ISN’T ‘NEEDED’ FOR MOST LEARNERS?
• iLearnRW project (FP7 funded, involving LKL).
• Aims to develop next genera8on tablet-‐based sokware to support and mo8vate children with dyslexia.
SO... WHY HAS GBL ‘FAILED’ TO BE ADOPTED?
