Game-based Learning in K-12 STEM classrooms
Lauren Burford
Introduction:
Games have been incorporated into learning systems since the Middle Ages. In the 60’s and 70’s, we witnessed a rise in the use of instructional games in the classroom. Several teachers are familiar with game based learning technologies and interventions, however they may lack the skills needed to incorporate these strategies into their classroom environment. This chapter aims to explore the use and effectiveness of game-based learning systems in STEM classrooms. Even though the use of implementing games into classroom settings is projected to be successful, there still remain gaps in our understanding of game- based learning strategies. Due to these critical gaps in understanding, teachers are more apprehensive to utilize these strategies in their classrooms despite their demonstrated success. In addition to exploring the effectiveness of using game based learning in STEM classrooms, we also will explore the receptiveness and willingness of teachers to apply these approaches.
Due to the decline in student interest in STEM subjects, researchers noticed the need to make STEM learning more interesting and engaging for students. Games can spark high levels of engagement, encourage repetition and practice, and motivate learners with challenges and rapid feedback (Honey & Hilton, 2011). Games can assist in providing individualized instruction matching the progress and individual needs of each learner. By utilizing assessment and feedback methods, teachers can motivate learners, increase learning time, provide formative feedback, and focus instruction on individual learning needs. These are some of the few benefits of implementing game-based learning strategies into the classroom.
In recent years, careers in STEM have skyrocketed, but there is not a large pool of qualified candidates to occupy these roles. Researchers aim to reverse this trend by introducing game based learning into classrooms, specifically STEM. Research has shown that the lack of interest is similar in both girls and boys. By the eighth grade, 50 percent of students show a lack of interest in STEM subjects. In relation to other industrialized countries, 8th grade students in the U.S. rank considerably lower in terms of academic performance in STEM subjects. Additionally, 75 percent of 8th grade students in the U.S. are not proficient in math. In an effort to combat this, these case studies examine whether there is a positive correlation between game-based learning and student performance. Also, a positive correlation between demonstrated student success and teacher’s implementation of games into their classrooms.
Overview of the Case:
Our economy boasts job availabilities in the STEM sector. With growing technologies, our economy is becoming more and more dependent on STEM related careers. However, even with the increase in the STEM job market, there is not a great candidate pool to sustain the market. The loss of interest in STEM occurs greatly at the elementary and secondary education level. At the university level, we are also noticing a decline or shift in majors. Even though students may begin school with the intention of pursuing a STEM career, the numbers of students who graduate with a science or engineering degree is steadily declining (Watkins & Mazur, 2013). In order to address this need, there must be a change from traditional pedagogies to more interactive teaching pedagogies. Research has found that a single positive interaction, excitement about a course’s teaching and/ or content can cause a student to confirm his or her choice to stick with a STEM field (Watkins & Mazur, 2013).
According to the nations report card, there are large disparities between student achievement in STEM courses at the elementary and secondary level. U.S eighth grade students score below the average among 30 industrialized nations. This posed a big problem for the future of technology and scientific advancements. Generation Z and millennials are the future and will be responsible for making informed decisions about scientific issues, but how will this generation approach these issues without the proper skill set. (Honey & Hilton, 2011).
The aim of this case is to prove that the integration of game-based learning strategies in K-12 classrooms will increase student engagement, increase motivation, and increase student performance in STEM. The setting of this case is four different controlled environments. The first learning environment is a fifth grade math class. The second learning environment is a fifth grade science class. The third learning environment is a high school AP physics class. The fourth learning environment is a high school Biology class. These four environments will help researchers to gain perspective on how and why student interest is lost at these levels. Research shows that students tend to lose interest in STEM after the fourth grade. From the data show on the nations report card, we can also see that students exhibit poor performance in STEM subjects in the 8th grade. The data set should give a good depiction of where the gap is in understanding and student motivation to perform well in these courses.
Solutions Implemented:
This study was conducted using a total of four cases over a time frame of a year and a half. The study was conducted at an elementary school, middle school, high school, and alternative school. Since interest in STEM declines significantly after the fourth grade, these various samples will provide a greater context of how and why students are losing interest at these levels. Each of the teachers taught school in the same region and had between one and five years of teaching experience. Each of the these teachers also rated themselves three out of five in terms of technological competency using a self-rating metric scale. Teachers were allowed to choose an online game that met two criteria: the game had to be relevant to the content taught in the classroom. The game also had to be free or affordable. By establishing these two criteria, researchers were able to eliminate bias and any advantages dependent on the teacher’s technological skills and ability to design digital games. There were a total of 101 students used in the study. In order to get an accurate depiction of student performance, students’ pre-test and post-test scores were used as well as journaled reflections from each of the participating teachers. All of the teachers were new to utilizing game-based learning strategies and had not incorporated these strategies into their classrooms before this study. After selecting their online game, teachers were given one week to implement the games in their classrooms. Pre and post tests were administered to the students to measure their performance in the subject area. These tests were designed by each teacher in collaboration with researchers to ensure that the content had measurable results.
Outcomes:
Three of the four cases demonstrated positive correlations between introducing game based learning strategies into STEM classrooms and higher levels of student achievement. Each of the teachers chose a game related to a specific STEM topic presented in their classroom. At the elementary school level, the test group was a fifth grade math class. This teacher chose a game that aided in student reception of the Order of Operations. Students who played this game demonstrated a 20% increase in proficiency between the median pre-test and median post-test scores. The study was also conducted in a science class at an alternative high school. The teacher for this study selected a game to aid in the identification and understanding of diseases and pathogens. There were a total of 65 students who participated in the study at the alternative high school. After game based learning strategies were incorporated in this scenario, post test scores increased by 36%. An eighth grade math teacher chose a game to assist students in preparation for a standardized test. There were a total of 7 students who participated in this study. Six of the seven students showed improvement in their test scores. The only student who did not show improvement was absent for two days during the study. Finally, the study was conducted in a high school AP physics course. The aim of this game was to assist student’s understanding of electric force. In this case, the mean scores between the pre-test and post-test were the same. This finding shows that there was no negative correlation between implementing games based learning and student success, however, dependent upon the subject matter game-based learning may not be the best alternative to ensure student success.
Researchers also aimed to evaluate whether game-based learning implementation affected students’ learning behaviors. In order to measure this, researchers reviewed each teacher’s reflection of student reception and engagement during the study. The most common themes between each of the teacher’s reflection journals was that the students were most engaged while participating in the game-based learning activities. The teachers also highlighted that it appeared that their students were having fun. It is important to note, that not only did the students enjoy engaging in the games, they also were more likely perform tasks than they were before. Engagement and enjoying the learning activity were not only captured at the lower levels but also at the higher level (Vu & Feinstein, 2017).
In addition to measuring student performance and effects on student’s learning behaviors, the purpose of this study was to evaluate teacher perception of implementing game- based learning strategies into their classrooms. Researchers evaluated this by reviewing teacher reflections. The pervading idea between each of the reflection papers was the teachers recognized the power of games in their classrooms (Vu & Feinstein, 2017). Due to unfamiliarity with game- based learning, many teachers did not have any background or basis to believe in the success of game-based learning implementation before the study. After the study, teachers were surprised by the success and increased performance of students while learning though games. 100 percent of the teachers who participated in the study recognized the power of implementing games in the classroom. Even though the sample size was smaller, this number is 50% greater than the teachers who participated in Project Tomorrow (Reiser & Dempsey, 2018). Reiser and Dempsey also suggest that teachers who use games in class firmly believe in the power of those games to increase engagement. Digital games help students to visualize difficult concepts which result in improved student outcomes and enhancement in personal productivity (Reiser & Dempsey, 2018).
Implications:
The results from the post-tests in comparison to the pre-tests from the 101 student data set show the direct correlation between game-based learning implementation and increased student academic performance. Research indicates that developing proficiency in science is much more than knowing facts. Students need to learn how facts and ideas are related to each other within conceptual frameworks (Honey & Hilton, 2011). This idea directly correlates to creating authentic learning experiences. As we have learned, students are more motivated and engaged when learning experiences are authentic. Game-based learning also provide a platform to create more simulated, realistic learning experiences to not only capture student’s attention, but to also assist them with linking related concepts together. New science teaching approaches that integrate science processes with other forms of instruction and target clear learning goals have been shown to increase interest in science, enhance scientific reasoning, and increase mastery of targeted concepts. Computer simulations and games can support the new, inquiry-based approaches to science instruction, providing virtual laboratories or field learning experiences that overcome practical and logistical constraints to student investigations. They can allow learners to visualize, explore, and formulate scientific explanations for scientific phenomena that would otherwise be impossible to observe and manipulate (Honey & Hilton, 2011).
One of the biggest implications that researchers discovered in the case is that there are a variety of computer simulations and games that have already been created and are at the disposal of the teachers. This means that teachers do not have to reinvent the wheel (Vu & Feinstein, 2017) in order to begin implementing these strategies in the classroom. This finding also suggests that teachers do not need to be well versed in technology in order to implement these games into their classrooms.
References:
Honey, M., & Hilton, M. L. (2011). Learning science through computer games and simulations. National Academies Press.
Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. Pearson.
Vu, P. & Feinstein, S. (2017). An exploratory multiple case study about using game-based learning in STEM classrooms. International Journal of Research in Education and Science (IJRES), 3(2), 582-588. DOI: 10.21890/ijres.328087
Watkins, J., & Mazur, E. (2013). Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors. Journal of College Science Teaching, 42(5), 36–41. http://www.jstor.org/stable/43631580