2. “More than eight in ten (83%) young people have a
video game console at home, and 56% have two or
more."
--Gen M: Media in the Lives of 8-18 Year-olds (Executive Summary, p. 36)
5. The market
• Actual market in 2009
– 52 Billion
– Growth actually closer to 25%
• 2014 Projection
– 86 Billion
– Projected growth of 9.4%
• Serious games projection
– 400 to 500 Million
Price Waterhouse
Cooper, 2007
6. Games Club for Readers
Read Aloud Play Aloud
Dubbels, B.R. (2008) Video games, reading, and transmedial
comprehension. In R. E. Ferdig (Ed.), Reference. Information Science
Handbook of research on effective electronic gaming in education.
Dubbels, B.R. & Rummell, A. (2008) Observations on the exploration
of comprehension as transmedial. National Reading Conference.
7. Motivating:
Obesity & Bone Density
• Importance of mechanical loading
in promoting bone health.
Activities such as jumping and
gymnastics exert the kind of high
impact force that develops bone.
• Regular & Sustained High Impact
Force
Dubbels, 2008, 2009
10. Research Questions
1. Will a video game that emphasizes sensorimotor
experience provide greater recall and problem
solving as compared to viewing a video, or
reading a printed text?
2. Will performance in the reading condition
improve if it follows the game or the viewing
condition?
3. How does the identification of causation predict
building a mental representation and problem
solving?
11. Assessment Criteria & Mechanics
• Games assess, measure, and evaluate by their very nature.
• Outcomes from scoring criteria can provide evidence for
assessment and diagnosis.
• Evidence is only as good as the scoring criteria.
• Evidence should constitute measures that support transfer of
learning.
12. Comparison of student
performance Growth
The categories for 05-06 performance
was based upon the Minnesota Basic
Skills Test
The 06-07 scores were based upon the
MCA2
All students were taught by one
teacher each year.
I taught the 06-07 year using a much
harder test with an emphasis on
games and play.
Specifically: Games unit, multimedia
units, sketch up, Etc.
13. Comparison of student
performance 8 to 8
The categories for 05-06 performance
was based upon the Minnesota Basic
Skills Test
The 06-07 scores were based upon the
MCA2
All students were taught by one
teacher each year.
I taught the 06-07 year using a much
harder test with an emphasis on
games and play.
Specifically: Games unit, multimedia
units, sketch up, Etc.
14. Tell me and I'll forget;
show me and I may remember;
involve me and I'll understand.
Confucius (450
BC)
19. How do we build a comprehension model?
Comprehension Model
• A spatial-temporal framework
– spatial locations, time frames
• Entities
– people, objects, ideas,
• Properties of entities
– color, emotions, goals, shape, et
c.
• Relational information
– spatial, temporal, causal, owners
hip, kinship, social, etc.
Literary Elements
• Character/ Characterization
• diction
• Plot
• Setting
• Point of View
• Theme
• Tone
• Voice
• Word choice
20. Setting
• Urban middle school in the Minneapolis Metropolitan Area
• 77 percent qualified for free and reduced lunch (101) and the remainder (31)
either did not qualify or did not report their socio-economic status.
• This school has 33 eligible groups and has met 69.7% of the requirements for
Adequate Yearly Progress under No Child Left Behind
• 2% American Indian, 9% Asian, 21% Black, 34% Hispanic, and 35% White.
– 30% of students are limited English proficient;
– 14% are listed as special education;
– and 61% qualify for free and reduced lunch.
– It is an open enrollment public with 8% transferring to this school, and 13% leaving.
21. Research Design
• This was an experimental study with students
randomized into six different media orders,
consisting of:
23. Prior Knowledge & WM Inventory
8/ 4/ 10 1:15 AMhttps:/ / sewardsurvey.mpls.k12.mn.us/ Print.aspx?SurveyID= 121&Title= Y&Breaks= N&AllPages= Y&Pages=
Page 1 of 3
Physics Targets Survey 1
Page 1
1. What is velocity?*
A rate of increase of velocity
Speed: distance travelled per unit time
Velocity is a novel by Dean Koontz first published in 2005. Set in Napa County, California, it is
about a man in his thirties who takes the law into his own hands when, out of the blue, he is
threatened by an anonymous adversary.
An increase in rate of change; "modern science caused an acceleration of cultural change
2. What is acceleration?*
A straight line segment whose length is magnitude and whose orientation in space is
direction.
The rate of change of position
A variable quantity that can be resolved into components.
To cause to move faster; to quicken the motion of; to add to the speed of.
3. What is a vector?*
Someone who is victorious in a race or competition.
A line between two points whose length is magnitude and coordinates orient the lines
direction.
The rate of change of position
Speed: distance travelled per unit time
4. What is a time interval?*
A whole number
A straight line segment whose length is magnitude and whose orientation in space is
direction.
The amount of time it takes to go from to eternity.
a definite length of time marked off by two instants—a start and beginning
5. What are coordinates?*
A set of numbers on a map used to find the distance from a specific place, also known as the
origin. In a Cartesian coordinate system, there's an "x,y"
A rate of increase of velocity
A straight line segment whose length is magnitude and whose orientation in space is
direction.
a whole number
• The PsychExperiments Numerical Memory
Experiment employs a similar format to Digit
Span tasks found in such instruments as the
WAIS-III, while comparing the individual’s short-
term memory for digits presented in an auditory
vs. visual format.
• The rational of for this type of task is that is a
good measure of short-term auditory memory
and attention. Because auditory information
must be recalled and repeated orally in the
proper sequence, the digit span task is often
described as a sequencing task (Sattler, 1992).
24. Pre-Experimental Data
Working memory – normal
Cut Score – does not meet expectations /
Partially meets expectations
Prior Science – 15%
Prior Skate – 16%
31. Across Reading—Word Problem
• (GLM (F (2, 129)=79.9) p= .000).
0
0.5
1
1.5
2
2.5
3
3.5
Word Problem
First
Second
Third
*A large, or clinical effect is .8.
34. Affect of Specific Media on
Multiple Choice Across Reading
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Locate &
Recall
Integrate
&
Interpret
Game to Text
Video to text
35. Role of Causation
• How does the identification causation predict
building a mental representation and problem
solving?
– (GLM (F (4, 127)= 299.25) p= .000) PE= .91, and OP= 1.0
– Game and Text (Mdiff= .47, p= .000);
– No significance from Video to Text (Mdiff= .06, p= .34);
– Game to Video (Mdiff= .41, p= .000).
36. Take Home
• How a games is embedded in the curriculum is
important in providing practice and
knowledge building?
• The game should connected to criteria for
transfer and to inform traditional academic
language and concepts?
• Learning game development is different, and
should follow a different development arc.
Editor's Notes
having school children do just one minute of jumping (10-20 jumps) three times a day, three to five times a week caused the children to gain more bone mass. The downsides of such an activity is that it is not sustained enough to improve cardiovascular health or to promote weight loss. Because it is difficult to motivate children to participate in the type of cardiovascular activities that adults engage in (running, cycling, aerobics), new strategies must be developed. In Dance Dance Revolution, a participant responds to a series of directional arrows displayed on a video or TV screen to perform choreographed dance steps or hops synchronized to music. Song tempo and degree of difficulty increase as the player successfully progresses in the game. Because of the game's popularity and its cardiovascular exercise and jumping (bone-building) components, it could represent an appealing model for reducing physical inactivity in children.
Games and play have their own types and degree of risk, but often the assessments do not come with the risks of failure, and are not as focused on crystallized content.Games are are not often constructed to provide evidence of transfer. These issues should be a priority in serious game developmentthere should be evidence that learning acquired in a game is applicable outside of the game.
It was important to connect what I was learning in discourse processing in psycholinguistics to what I was doing in the classroom, as well as for the state standardized tests. I was given permission by my principal to attend the Minnesota DoE workgroup on the new Minnesota Comprehensive Assessment. My work on the test made me wonder about the way we were preparing for tests and the DoE’s expectation that if teachers teach to the standards, this would translate into better test scores. I was very troubled by this disconnection in expectation about practice, as well as the principles for the test design; such as lexile scores and Bloom’s taxonomy. The apparent lack of validity was troubling.Rather than asking any more questions, I decided that I would integrate what I was learning about reading comprehension in my graduate courses and see how they worked to drive instruction.
