Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through Professional Learning Groups.

Introduction to Game-Based Learning

  • Background: Increased interest in game-based learning (GBL) over the past 15-20 years.

  • Research Contributions: Enhanced understanding from educational theorists and researchers on how games benefit learning (notably authors like Gee, Squire, and Malone).

  • Adoption Issues: Despite research, GBL has not been widely adopted in classrooms due to lack of professional development for teachers.

Definition and Characteristics of Game-Based Learning

  • Definition: GBL includes activities leveraging games as core elements for learning, either directly or as stimuli for other learning activities (Kirriemuir & McFarlane, 2004).

  • Affordances of Games: Engaging and motivating factors in GBL include:

    • Active participation

    • System rule-based environments

    • Contextual relevance

  • Characteristics of Effective Learning Games:

    • Interactivity

    • Ongoing feedback

    • Engaging and attention-grabbing

    • Adaptive levels of challenge (Shute & Ke, 2012).

Barriers to Implementation of Game-Based Learning

  • Lack of Evidence: Inconsistent empirical evidence regarding GBL effectiveness.

  • Resource Constraints: Limited access to technology and quality games, and time constraints faced by educators.

  • Stigma of Play: Factors discouraging teachers from integrating play into learning due to perceptions of seriousness in education.

  • Professional Development Needs:

    • Major gap in pre-service and in-service training focused on GBL.

    • Teachers need to develop technological, pedagogical, and content knowledge for GBL (Becker, 2007).

Survey Insights on Teachers and Game-Based Learning

  • Findings from Nationwide Surveys:

    • Large-scale surveys indicate significant interest in GBL among teachers (Takeuchi & Vaala, 2014).

    • 74% of surveyed K-8 teachers use digital games for instructional purposes, with 55% using them weekly.

    • Barriers faced include difficulties in integrating games into existing curricula and uncertainty about effective usage.

    • Professional development represents a critical need, with only 17% learning about GBL from formal training.

Professional Development Best Practices for Game-Based Learning

  • Effective Professional Development Characteristics:

    1. Sustained and intensive training.

    2. Focus on specific academic areas.

    3. Active participation in learning and application.

    4. Coherence with daily teaching activities (Garet et al., 2001).

    • Collaborative efforts among teachers within the same subject area enhance the likelihood of meaningful integration.

    • Opportunities for critical reflection on teaching practices and student work are essential for effective PD outcomes.

Integrating Game-Based Learning Initiative (IGBLI)

  • Overview of IGBLI: A professional learning group initiated by the University of Alabama to foster the integration of GBL in classrooms.

  • Cohort Composition: Made up of 15 in-service teachers from various disciplines with different levels of teaching experience.

  • Curriculum Goals: Equip teachers with skills to design and implement both digital and analog games for educational use.

IGBLI Curriculum Structure

  • Session 1: Repurposing Games

    • Survey of game genres and educational theories.

    • Hands-on project evaluating non-educational games to develop educational frameworks.

  • Sessions 2 & 3: Teacher as Game Designer

    • Focus on analog game design to accommodate environments lacking technology.

    • Collaborative analysis and adaptation of popular games to educational objectives.

    • Creation and play-testing of original educational games based on content curricula.

  • Session 4: Learner as Game Designer

    • Encourages students to design games, facilitating critical thinking and ownership of learning.

    • Examples from programming platforms like SCRATCH and design models from Quest to Learn schools illustrate successful implementation.

Future Directions and Goals of IGBLI

  • Continued Growth: Aim to expand participation and refine offerings based on feedback from current cohort.

  • Next Cohort Focus: Develop tailored games for secondary mathematics curriculum in alignment with Alabama and Common Core standards.

  • Research Emphasis: Investigate the impact of game-based learning on student achievement and skills development, building a repository of effective games and lesson plans.

Conclusion

  • Importance of Research: Addresses gaps in teacher training for GBL, providing essential knowledge and strategies.

  • Advancing GBL: Efforts will contribute to increased adoption of game-based learning in formal educational settings.