Title: Game-Based Learning for K-12 Education
Author Name: Linda Snead-Sanders
Selected Case (Published Article): Morrison, J.R., Risman, K.L., Reilly, J.R., & Eisinger, J.M. (2020). An Evaluation of Prodigy: A Case-Study Approach to Implementation and Student Achievement Outcomes.
1. Introduction
According to Kurt Squire (2003), play is one of the earliest kinds of learning. Individuals have been playing virtual games for years. These games have evolved from having simple graphics to those that are complex and designed around various learning theories. Digital games and simulations have been present in the realm of education since 1970 but only entered mainstream classrooms in 2007. Well-designed video games are goal-directed, promote critical thinking skills, and provide immediate feedback to the learner.
The classic work by Gee (2003) detailed 16 principles associated with well-designed game-based learning. These include identity, interaction, production, risk taking, customization, agency, well-ordered problems, challenges, and consideration, Just in time or On Demand, situated meanings, pleasantly frustrating, systems thinking, opportunity to explore, think laterally and rethink goals, smart tools and distributed knowledge, cross-functional teams and performance before competence. These principles are important to understand when determining the value and/or effectiveness of game-based learning in varied professional and educational settings.
2. Overview of the Case
Prodigy was initiated as a pilot program in a district in the Southern part of the United States. The decision to conduct the pilot program was made by the mathematics curriculum specialist “after Prodigy agreed to provide “a ton of support” including a number of training programs for teachers.” (p.iii).
Prodigy is a web-based, game-based learning tool that is aligned with Common Core State Standards for mathematics in grades 1 through 8. The creators report that Prodigy provides instructors with a rich collection of reporting and evaluation capabilities.
Prodigy contains tools that allow educators to quickly identify problem areas, modify instruction and better manage classroom time. Prodigy uses adaptive technology to engage learners in role-play. The software uses the learner’s responses to mathematical problems to identify gasp in their comprehension. The program then adjusts to reinforce developmental skills before progressing to more challenging tasks.
Prodigy appeared to include features of well-designed game-based learning such as being goal-directed, promoting critical thinking skills, and providing immediate feedback to the learner. This design fosters a high level of intrinsic motivation. The learners use simulations that mirror real-world contextual learning experiences, like what we know through situated learning theory, experiences, and active engagement. When a learner fails in a video trial, they get a do over without consequences from those in authority such has parents or teachers. In addition, learning is self-directed. In this learning context, a learner makes progress within the game eventually winning and getting rewarded.
3. Solutions Implemented
In “Rossi Elementary,” Prodigy was implemented during mathematics instruction as independent learning stations “or rotations.” (p.11). Students move through these independent learning activities in 15–20-minute segments of time. The school also had an ongoing competition among different classrooms which was “related to total questions answered in a classroom and percentage of grade-level content completed by students.” (p.11).
“The second school, “San Dominic” is considered a bilingual campus which consistent of “English-only, Spanish-only, and bilingual classrooms at each grade level.” (p.14).
Reportedly, there was a high turnover rate for Spanish speaking students who were enrolled in the bilingual program from outside of the local community.
On average Prodigy was used about one time per week. Even though additional trainings were offered to teachers, they did not take full advantage of these resources.
Prodigy seemed to include principles of well-designed game-based learning developed by Gee. For example, each student had an avatar which served to create a sense of identity for him/or her. Prodigy is designed such that the learner has agency over their individual learning environment; they can move independently through various levels within the game. They also have access to well-ordered problems which support continued learning and mastery of new skills.
4. Outcomes
A post-hoc study was conducted by John Hopkins School of Education, Center for Research and Reform in Education to gather data about the implementation of the game-based learning technology Prodigy by the district in these two schools. This is used in qualitative research and determined only by subject availability to participate in case study. The goal of this study was to collect information about Prodigy’s implementation and outcomes. The researchers conducted interviews, focus groups and classroom observations to analyze implementation and outcomes using a case-study methodology.
The researchers noted that in each school, students logged in the Prodigy and accessed the program without adult assistance. The researchers noted that the students appeared to understand the platform and its features. Reportedly the students remained focused on the tasks at hand. Students from time-to-time talked about the progress with a peer or “turned their attention to other student’s computers or associated with other students during peer-to-peer battles.” (p.11).
At “San Dominic,” researchers determined that Prodigy was primarily used to supplement mathematics instruction rather than support the curriculum. The amount of time learners spent using Prodigy was about half of that at “Rossi Elementary.”
Teachers at “San Dominic Elementary were less likely to participate in training on Prodigy’s data evaluation and collection system.
The school-based adults at each school believed that Prodigy c serves the requirements of pupils with diverse ability levels, but it does not satisfy the needs of English-language learners.
5. Implications
The researchers made recommendations:
• Introduce a bilingual or Spanish version of the program; introduce features and content that are consistent with high-stakes testing.
• Use a time-limiting feature for non-content areas of the game while students are at school; introduce features and content that are consistent with high-stakes testing (e.g., multiple skills presented to students and word problems for older students).
• Use a time-limiting feature for non-content areas of the game.
• Improve remediation for struggling students and notify teachers of students who consistently fail to cast.
Since the populations of these schools is increasing Hispanic with many students coming from Spanish speaking households, a Spanish version would better serve the needs of the learners. All students would benefit from limiting the time spent on non-content features such as creating and changing avatars. These limited could potentially increase the time spent on the Prodigy content.
Schools in the post-hoc study were select by convenience sampling, therefore it difficult to extrapolate these findings and apply them to other educational settings with similar populations.
References
Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum. 2005;85(2), 33.
Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming (2) 1.