E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments
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Barbour, M. K., Kinsella, J. & Rieber, L. P. (2007, October). PowerPoint games in K-12 e-learning environments. Paper presentation at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Quebec City , QC. There is no denying the success and popularity of WebQuests among teachers. WebQuests are very creative and very useful. For those of us interested in technology integration in the schools, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction (albeit some teachers have students create their own WebQuests). We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software tool and PowerPoint games are already a familiar part of many classrooms, though usually in the form of already existing games (such as Jeopardy) that a teacher modifies for instruction. This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of their mid-term examination.
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E-Learn 2007 - PowerPoint Games in K-12 e-Learning Environments
- 1. in a K-12 e-Learning Environments Michael K. Barbour Wayne State University - Detroit, MI Jim Kinsella University High School – Normal, IL Lloyd P. Rieber University of Georgia - Athens, GA
- 2. The K-12 Classroom Peoria Christian School Middle School in Maine (circa 1950) (circa 2005) Images from http://www.peoriachristian.org/index.php?section=26 and http://www.mamleonline.org/thumb-classroom.jpg
- 3. An Exception • WebQuests - http://www.webquest.org • a creative instructional strategy that guides students through a set of specific tasks, using pre-selected resources, to complete an assignment • based on what teachers already do – design instruction for students – use Internet resources – make good use of student time • teachers feel good about integrating technology into their classroom
- 4. Another Exception • schools typically have access to PowerPoint • teachers already have some facility with the tool • students are also familiar with the tool • everyone would like to be It's better because it's homemade! able to use it for more than just another PowerPoint presentation
- 5. University High Projects • US Studies • British Literature
- 6. Creating a PPT Game 1. Introduce PPT games 2. Sharing game ideas and stories 3. Different levels of questioning 4. Create prototype of the game 5. Peer review 6. Share games with the class
- 7. Methodology • US Studies: multiple- choice questions • British Literature: essay-style questions
- 8. US Studies Findings • from a statistical standpoint, there were no significant difference in student performance (F value = 1.324 / α = 0.253) Student Average Scores By Class By Topic On Mid-Term Exam Class 1 Class 2 Total Exam Score in Game Area 5.76 4.72 5.35 Average Exam Score in Non-Game 5.10 4.71 5.01 Areas
- 9. British Literature Findings • from a statistical standpoint, there were no significant difference in student performance (F value = 0.090 / α = 0.766) Summary of Student Performance Data Control Group Experiment Group Pre-Test 78.83% 76.61% Post-Test 85.14% 84.36% Average Difference + 6.32% + 7.75%
- 10. Conclusions • PPT Games were as effective as the other methods students used to review • both the teacher and the researchers that they enjoyed this activity
- 11. Possibilities • very small sample size (n=50 / n=35) • extrapolate out the same performance difference with ten times the sample size the same margin of difference in improvement becomes statistically significant
- 12. Future Research • second data set from US Studies course • both teachers have indicated a willingness to participate in similar projects in both the Fall and Winter semesters this academic year
- 13. It's better because it's homemade! http://it.coe.uga.edu/wwild/pptgames/index.html
- 14. Contact Information Michael K. Barbour Assistant Professor Wayne State University – Detroit, MI mkbarbour@gmail.com http://www.michaelbarbour.com
Notas del editor
- What has changed? Desks in rows, students facing forward / Chalk board has gone from black to green / Technology has changed some / Teacher is the sage
- While a positive step in using technology in the classroom, still very teacher focused.
- Describe the class and essentially what they did
- These are the six stages, which can also correspond to six class sessions, that the students undertook to make their games.
- Essentially our research question was “Is there a difference in students scores when you compare the topic they used to create their game and the other topics?”
- While there was no statistically significant difference when the student scores were run through SPSS, if you look at the descriptive statistics there was a small improvement of the students scores in their game area, particularly in Class 1.
- While there was no statistically significant difference when the student scores were run through SPSS, if you look at the descriptive statistics there was a slightly larger increase in the improvement of the students scores in the experiment group.
- In addition to final exam results, the project will continue to collect more data this year.
- We believe this is because homemade PowerPoint games allow students to construct their own knowledge more than other forms of technology integration. We also believe that it is the process of game design, and not the homemade PowerPoint game itself, that allows for this knowledge construction. In an effort to continue to increase the amount of data we have collected, and to see if this hypothetical extrapolation will hold true as the sample size increased, we will continue to collect data again this year.
- We believe this is because homemade PowerPoint games allow students to construct their own knowledge more than other forms of technology integration. We also believe that it is the process of game design, and not the homemade PowerPoint game itself, that allows for this knowledge construction. In an effort to continue to increase the amount of data we have collected, and to see if this hypothetical extrapolation will hold true as the sample size increased, we will continue to collect data again this year.
- For more information about the Homemade PowerPoint Games project.
- If you’d like to contact us.