Title: Game-Based Learning
Author Name: Kyle Marcano
Selected Case (Published Article): Evaluating the effectiveness of game-based learning for teaching refugee children Arabic using the integrated LEAGUÊ-GQM approach
1. Introduction –
For the overview of my chosen case I picked an article for game based learning. The article main focus was the study of the effectiveness of game based learning and identifying the three main challenges with educational game based learning. These three focuses being the evaluation criteria, the type of evaluators, and the overall evaluation process itself. The case explains that the evaluation criteria are extremely important as educational games main focus is educational effectiveness and these three criteria’s help with determining the over all effectiveness of a game based learning approach.
2. Overview of the Case –
Going into more details on this case, The case focus was on the effectiveness for game based learning along with its educational effectiveness. For the case itself they used Integrated LEAGUÊ-GQM to help evaluate game based learning effectiveness. LEAGUÊ stands for “Learning, Environment, Affective–cognitive reactions, Game factors, Usability, UsEr’, with GQM standing for ‘Goal Question Metric’. The article main focus group for this case study was that of Syrian refugee children who were displaced during the Syrian conflict. The main focus of the study was to see how well the children could learn Arabic reading skills in an informal learning environment due to lack of formal schools. The case also talks about how many displaced migrants use of mobile devices to stay connected this was the main focus on how to deliver game based learning. Because it is crucial to learn a new language to help integrate into a new society. The case study explains that the Syrian crisis deprived over 2.25 million children of school education within Syria and other countries. Along with the face that many of the migrant children would then have to deal with high levels of stress and trauma. that this could and in most cases would effect their ability to learn. The case study stressed that with little to no means of education available it was important to teach children the basics of literacy skills, that way many of the children would not end up not knowing how to read or write in their home language. The study focused on 30 children between the ages of 5–10 years old and collected data to answer five proposed research questions. The first research questions being mainly focused on the learning gain using game based learning. The second question was what was the age-group differences between the children. Third was what was the correlation between learning the modality preferences of children and what was their learning gain. Forth was what was the usability along with how was the gameplay performance. And the final question being what was how much experience of children got from mobile and what was their learning gain. usability score and gameplay performance, and usability issues faced by children when playing with the learning game for the first time. Because of the limited research done with educational game based learning, the focus has narrowed to performance outcomes of learners along with understanding of a learner characteristics. Another issue the case stressed was that there is very limited study for learners with disabilities or learning difficulties. In short the over all issue presented in this case are the lack of data associated with game based learning and trying to measure and improve this. The lack of educational means for the Syrian refugees and the struggles they faced do to the lack of available learning tools. And how differences between different age groups of children impact their learning ability, usability of game based programs, and gameplay differences for these age differences. A students poor experience should also be considered as different background and life styles great impact a learners ability to use certain game based learning. As for example if a child comes from a poorer background where they had no access to computers or mobile devices, learning on a game based program might be even more troublesome for them as they would need to learn how to use said device. The case also presented the issue of functional capabilities of certain devices. Without internet or power many refuges would not have access to said learning programs to even use in the first place.
3. Solutions Implemented –
As mentioned in my intro, the main focus of this case study was the effectiveness of game based learning and identifying the challenges it faces. With the three main challenges being the evaluation criteria, the type of evaluators, and the overall evaluation process itself. To help with solving these issues the case study talks about the evaluation plan that was developed. This plan was the use of the LEAGUÊ-GQM approach. This approach starts the evaluation process by providing a specific evaluation that occurs on three levels to create a plan for evaluating learning games. The LEAGUÊ-GQM approach is made up of two parts. The first part of this is to define the evaluation type and data based on GBL development stage and rationale behind the evaluation. The second part is to develop a LEAGUE tree and evaluation plan using a three-step parallel process based on the LEAGUÊ-GQM evaluation guide. Because educational games are measured and evaluated on so many different levels and stages its hard to determine the best type of approach when evaluating how well and effect a game is in teaching and guiding learners. With the LEAGUÊ-GQM they have created a guiding approach that helps build a framework that should help provide a foundation in the approach of evaluating game based learning sections. This should help provide an evaluation guide that helps show data and provide more steps in the evaluation process to get a better understanding of all the factors involved in creating a game based learning system. This system also allows the game to be broken down into sections and area like objective and subjective metrics. Which help when determining an individuals needs when applied to learning. Attached to this project the chart used in LEAGUÊ-GQM.
4. Outcomes –
For the final outcomes and results of the case study they examined a few factors, and focused on answering five research questions. The first question to be looked at and answered was the differences in the learning outcomes. From the data gathered they determined that the results showed a statistically significant positive change in reading assessment score following playing the Arabic language learning game. The second question was if the differences in children’s age groups had any effect on learning and use of game based learning. The two age-groups were divided into the younger children who were ages 5–6 years old and older children 7–10 years old. The first area examined was in the children’s learning gain, usability score, and gameplay performance, in this they found that there was little to no differences between the two groups. The third question faced and answered was the effect of learning modality preferences. In short this was a question on learning gain, usability score, and gameplay performance for the children playing the game based learning system. The researchers found that 33.33% of children had multimodal learning preference, 30% preferred aural, 23.33% preferred kinesthetic, and 13.33% preferred visual, with none of the children preferring read/write as a distinct preference. The forth question presented was the effect of mobile usage experience. The question covered learning gain, usability score, and gameplay performance for the children when playing the learning game. The part of the study displayed no significant relationship between learning gain and any of the four mobile usage experience parameters. The study also showed that children who had prior or more mobile usage knowledge had high usability scores when playing the learning game for the first time. The study also found that children with greater mobile experience performed better in the game. The last research question looked into the issues faced by refugee children when playing the learning game. The ranged from such questions as what was their understanding of the game, like what was narrative, how was the gameplay. where the rewards worth earning, along with what they liked or disliked about the game, and what was their favorite part of the game. For some of the feedback on the game, most of the children who played did not notice the time bar or score that was in the game. Nor did the children feel the game’s pace was suitable. The older ones being more of the ones to note this, they thought the game itself was not challenging enough. One other issue that arose from the feedback was that the game had no variation in terms of difficulty level and customizability. The children also expressed interest in wanting customizable options to change different characters, colors, and situations in the game. One of the big failures of this study unfortunately came from the children’s satisfaction involving the game, they found the storyline boring and many lost interest. Many ended up not engaged in the story of the game and did not remember it well. For the majority of the children the game only managed to hold their attention for short periods of time, some even going as far as to view it as boring due to lack of gameplay variation.
5. Implications –
After reviewing the study and everything related to it, the implications and lessons I learned have come in both pros and cons. I will start with the cons so this can be concluded on a positive note. For starters the main con with this study was the game itself and the subject matter. As someone who games a lot myself I can see why an educational game focused on language could be difficult, trying to hold the attention of younger children can be hard and with older kids finding a balance between fun, challenging, and educational is a even larger struggle. The main issue with this study was the game design itself I feel, while there are more successful language games out there I know many are not perfect. The struggle as and instructional designer is always trying to find a balance and this study shows how hard that can be, the many different facets involved begin to pile up very quickly. The environment, the story, the age differences, the experience of the children it almost snowballs into something unmanageable. On the positive the results do show that game based learning could be very successful and shows that informal game learning does indeed have a place in education. More studies like this could provide even more insight on to ways to improve learning on the go and open up new pathways for game based learning. As most games do involve some methods of learning it does fall onto instructional designers to be part of the game making process if this medium plans to move forward and improve. In todays fast paced technology heavy environment its more and more common for teachers and educators to look for new ways to enhance learning, game based learning will most likely play a large part in that in the near future. VR games are already becoming present in classrooms and could be the next step in bridging games, learning and experience.
References –
Full article – https://www.tandfonline.com/doi/full/10.1080/0144929X.2022.2156386
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