Title: FA 2024: Game-Based Learning in a K – 12 Setting
Author Name: Umit Tokac, Elena Novak, Christopher G. Thompson
Selected Case (Published Article): Effects of game-based learning on students’ mathematics achievement: A meta-analysis
- Introduction: A meta-analysis that synthesizes data from multiple studies, in an attempt to offer a comprehensive review of the application of game-based learning in pre-k through 12 classroom settings.
- Overview: This case explores the effects of game-based learning compared to traditional learning methods. The first step in the research was to establish criteria for selecting studies that analyze game-based learning. As part of this process, the researchers needed to define and clarify the terminology used throughout the study. Initially, more than 800 studies were considered, but after applying the newly established criteria, only 24 studies were ultimately analyzed. The main issues with the excluded studies included a need for more specificity in how game design was implemented, consistency across grade levels, and the use of varied and often imprecise measures of success. The studies often did not employ measurable statistics to accurately assess student outcomes. In Chapter 20 of Trends and Issues in Instructional Design and Technology, it is noted that a study conducted by the Joan Ganz Cooney Center found that nearly 75 percent of classroom teachers surveyed reported using digital games in their instruction. These teachers defined digital games as a mix of drill-and-practice games and more mainstream, entertainment-focused games (Takeuchi & Vaala, 2014). Teachers in this study observed that games seemed to increase student productivity and outcomes, though they did not specify the extent or scope of these improvements. This meta-analysis study focused primarily on mathematics, in contrast to general studies that examined game-based learning across various subjects. Based on the analysis, the researchers concluded that the effectiveness of game-based learning was slightly more effective than traditional learning.
- Solutions Implemented: Since most of the data that was analyzed in this meta-analysis only partially provides information on game-based instruction effectiveness with increasing mathematical proficiency, this study suggests the need for more empirical research focused specifically on mathematics. Moreover, it highlights the lack of best practices as it relates to the implementation of game-based learning [in general] and other methodological concerns. Questions that arise from this ambiguity for me concern the following:
- Does the classroom subject determine what type of game-based learning is applied? In the meta-analysis, a study conducted by Ferguson (2014) found that traditional instruction was more beneficial than game-based instruction for teaching Algebra 1 to high school students. What types of games were utilized in this study? Were certain games more effective than others? Although this study focused on math, it raises broader questions about how different types of games could support learning in other subjects, such as literacy and history.
- As technology evolves, are classrooms still relying on older game-based learning strategies and technologies, or are they opting to use newer technologies? We know that education tends to progress more slowly than technology and game design is no different. In an attempt to keep up with the game-based learning trend, are educators (or their administrators) bypassing the creation of a solid, foundational understanding of game-based learning’s role in the classroom?
- How do the cultural and socioeconomic demographics of a school influence the effectiveness of traditional instruction versus game-based learning? Are there factors, such as student background or access to technology, that impact how well, game-based learning works compared to more traditional methods? If resources are inconsistent are teachers less likely to believe in the implementation of game-based learning?
- What professional development opportunities are being implemented to ensure that game-based learning is applied strategically in the classroom for teachers who believe in its efficacy? How can educators be supported in integrating these methods effectively to achieve meaningful educational outcomes?
- What is the primary role of game-based learning in K – 12 settings? Is it meant to introduce a topic, support mastery after the introduction, or prepare students for standardized tests? Understanding the purpose of the game is critical in evaluating its effectiveness within the learning process.
- These questions highlight the complexity of integrating game-based learning and suggest that further research and thoughtful implementation strategies are needed to fully understand and optimize its potential in education. Especially if findings suggest game-based learning is “slightly more effective”. In order for school systems to invest in better game-based learning methods the return on investment needs to be more than just slight.
A lot of the questions that arose are outlined as the barriers associated with integrating technology in K -12 settings in an article written by Hew and Brush (2007). More specifically they share that resources, knowledge and skills, institutional, assessment, and subject culture are barriers to the successful implementation of game-based learning. - Outcomes: An outcome from this study is that new criteria were created to analyze game-based learning within a mathematical K – 12 classroom. As a result, future educators, administrators, and researchers can apply these terms, definitions, and criteria to form a best practice and more concrete framework from which to develop classroom learning strategies and studies. These criteria can also be used as a foundation for teacher professional development opportunities. Professional development opportunities can help teachers overcome the previously stated barriers (Mishra & Koehler, 2006). This professional development can ensure that game-based learning has an opportunity to be more than just slightly and inconsistently effective but greater margins of student success across grade levels and in this case – math.
- Implications: Outside of what has already been stated there aren’t any other implications for the meta-analysis.
References:
LT8000 Textbook – Trends and Issues in Instructional Design and Technology by Robert A Reiser and John V Dempsey, Chapter 20, pp 178 & 181
Article – https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12347?saml_referrer=