ANNA ARICI, PHD.

DIRECTOR, QUEST2TEACHCENTER FOR GAMES & IMPACT

MARY LOU FULTON TEACHERS COLLEGE

SASHA BARAB, PHD.

DIRECTOR, CENTER FOR GAMES & IMPACTMARY LOU FULTON TEACHERS COLLEGE

TERESA FOULGER, EDD.

SIG TEN PRESIDENT, ASSOC PROFESSOR

MARY LOU FULTON TEACHERS COLLEGE

• John Dewey – Philosopher, Educator• Transactive view of learning, Learning by doing. • The Laboratory School, Chicago

• Lacked the ability to scale vision, difficult to maintain• Modern technologies allow learners to become active

protagonists, with agency and immediate consequences for their choices.

“a communicative action or activity involving two parties or things that reciprocally affect or influence each other—changing both.”

Transactive Learning

Transformational Playan experiential state that involves:

• projection into the role of a character who, • is recruited into a partly fantastical problematic context, • must apply conceptual understandings, • to transform the context, • and, ultimately, oneself.

It involves positioning …

• persons with intentionality, • content with legitimacy, and • contexts with consequentiality.

Game-Infused Learning & Teacher Education

• Game-infused learning is particularly well suited for teacher education.

• Theory alone isn’t enough, you must have practice.

• Games allow students to– take on the role of a professional educator, and begin to

shift their identity– experience the nuances and complexities of teaching– see the consequences of their decisions played out– fail safely, make changes, succeed– gain fluency in practice

Avatar/Identity

Rich Narrative, Problem Scenario

Fantastical mentoring, Just-in-time

Choices: Balancing personal time and class preparation

Teachers Lounge

Consequences of your Decisions

What you do prior to class largely determines the success of your students

Students get Immediate Feedback

Digital natives are Not always Gamers

• Most common use of computers was for homework or social networks.

• More than 87 percent of students indicated that they rarely played video games, if at all

• Only 9% reported that they only played video games between 1-5 hours each week.

• 21% considered themselves to be a novice with video games

• Only 5% described themselves as a gamer

Research: Comparison FindingsRegular class

Described unit as ‘useful’, ‘a lot of information’, ‘boring’• “This unit made me more aware of my actions”• “It taught me about a lot of different professional situations”

Summary: learned ‘about’, and became ‘aware’

Game-infused class

Described unit as ‘interesting’, ‘really valuable’, ‘fun’

• “This game allowed me to practice how to be respectful in a disagreement, it gave me skills in interpersonal relationships and how to work better with others.””

• “This experience gave me the language to approach new and challenging situations in my professional career. It showed me that I should not listen to other people's judgments and should instead face the situation or person with an open mind.”

Summary: learned ‘skills’, ‘language’,

first person/protagonist and in-depth

Immersion: Authentic practice

Immersion provided language and practice for difficult situations

When students were asked what they learned in this unit that will stay with them, many responded they felt better equipped to handle difficult interactions in the real world.

• “I like how this game gave us scripts for handling conversations. I think that’s huge. Sometimes we know what we’re supposed to say but it’s hard to find the words. It was great just reading the various options and seeing there are a lot of different ways to approach it.”

Avatar: Identity as a Professional

Game role supported Identity shift from Student to Teacher

Several students felt that this game was the first time they felt like they saw themselves as a teacher, rather than a student.

One student shared: “This was a significant shift out of not being a student anymore, you know? We are in the professional world now, and we need to see ourselves as teachers. This game was like a shift into ‘the real life’, and other people can relate to that struggle.”

Relevance to Real World

Relevance to real classroom

Students participating in their last semester of student teaching pointed out that they had already experienced conflicts very similar to these, and that the virtual experience reflected the real world. • “I just want to say that I definitely give a lot of points for relevance, because

a lot of these situations were like things that I’ve already experienced. I was immediately able relate to some of these situations.”

Positive Results

• Nearly two-thirds (62%) reported that the game helped them to see themselves as a more professional teacher

• 45% of students reported that their engagement with the game helped increase their level of confidence in their future teaching ability

• 52% of students indicated that the game they were engaged with helped increase their commitment to future teaching.

Q2T:Diving into Data• Data-Driven Decision Making• Collecting evidence & Making

Inferences • Diagnosing root causes

Intel Collaboration: Powering up the Promise of Digital Learning

• Next targeted curriculum to design, collaboration with Intel’s Education program, content, and network.

• Q2T games provide experience with technology and have shown increased self-efficacy with digital learning.

• These Intel collaborations would take this a step further to teach specific digital literacy skills via a gamified network with blended and immersive experiences.

Teacher Toolkit

These automatically become available to the instructor in the teacher toolkit, along with all kinds of analytics, scores, and other ways of tracking student progress in the game.

Games for Learning aren’t software, they’re curricula.”

MLFTC Teacher Education Games

‘Big G’: Social &

Professional Network

Pursuit of Professionalism

On the Write Track

Data Driven Decision Making

At the Core:Project BasedApproaches

Multi-User 3D

Hub

The Promise of Digital Learning

(Intel)

Multi User 3D Hub

Quest2Teach International Network for Pre-Service Teachers

Mary Lou Fulton Teachers College, ASU,

Arizona

Dublin City University, Ireland

University College Copenhagen,

Denmark

University of Foggia, Italy

The Joan Kanz Cooney Center,

NYC

small “g” gamesSmall ‘g’ games are bounded; they’re self-contained and completeable; pre-optimized to introduce, cover or re-enforce a particular lesson in safe, simulated and structured environment. Key genres include:

• Adventure Games - Optimized for enabling students to take on identities and solving problem in an engaging, narrative context

• Simulation Games - a framework for engaging in discussion, co-mentoring, tutoring, critique, reflection, “theory crafting”, and designing

• Strategy Games - Optimized for students to solve complex problems balancing multiple variables to accomplish desired outcomes

Big “G” FRAMEWORKBig ‘g’ game infrastructure is open-ended; integrating small g games into a larger, flexible ‘meta-game’ structure and affinity spaces that foster user-driven extensions and adaptations in support of real-world goals and outcomes; Key components:

• Data and Analytics Dashboard - allow players, teachers, and researchers to access data in order to interact with the game and optimize the learning experience Social Communities/Affinity Spaces - a framework for engaging in discussion, co-mentoring, tutoring, critique, reflection, “theory crafting”, and designing

• Achievement-based framework and gamification layers - carefully designed extrinsic reward systems and intrinsic motivators to focus attention, motivate action and provide a trajectory of advancement

• Smart/Modding Tools - framework, tools, and support structures so students and teachers can extend, shape, and augment the core platform in the virtual and real world

• Meta-game identity - framework for personalized avatars, meta storylines, and open APIs that unite small “g” and real-world experiences

Extending Impact – Change Agents

Avg. Accepted Avg. Revisions0123456789

10

1.56

4.47

2.54

6.39

Average Number of Reports Per Student Accepted & Revised by Year

2013 2014

f =1302 f =2138 f =3732 f =5384

Building Capacity of Teachers to improve

Student Work!

THURST

ON

MCILROY

DUTCHIN

INGRAMNOBLE

HAYES

BRADY

JACKSO

N

GARCIA

HOLMES

HOFFMAN

JAMES

0.0050.00

100.00150.00200.00250.00300.00350.00400.00450.00

Total Number of Student Reports Accepted by Teacher & Year

sum_Accepted_yr1 sum_Accepted_yr2TH

URSTON

MCILROY

DUTCHIN

INGRAMNOBLE

HAYES

BRADY

JACKSO

N

GARCIA

HOLMES

HOFFMAN

JAMES

0.00100.00200.00300.00400.00500.00600.00700.00800.00900.00

1000.00Total Number of Revisions by Teacher & Year

sum_Revisions_yr1 sum_Revisions_yr2

N = 834 (2013)N = 842 (2014)

Avg. Accepted Avg. Revisions0123456789

10

1.56

4.47

2.54

6.39

Average Number of Reports Per Student Accepted & Revised by Year

2013 2014

f =1302 f =2138 f =3732 f =5384

Smith Jones0

100200300400500600700800900

1000

276

158

915

688

First Time Teachers (2014)

Total Accepted Total Revised

Smith Jones0.001.002.003.004.005.006.007.008.009.00

10.00

2.11 2.05

6.98

8.94

First Time Teachers (2014)

Avg. Accepted Avg. Revised

Quest 1 – Improving Student Learning with Data-Driven Decision Making (Building Theory)• Mission One – What is Data-Driven Decision Making (D3M)?• Mission Two – Locating Qualitative and Quantitative Data • Mission Three - Drawing Inferences from Data• Mission Four – Building Data-Infused Models• Mission Five – Creating Research-Informed Solutions

Quest 2 – Thinking Critically With Data (Playing the Game)• Mission One – Analyzing the Problem (game)• Mission Two – Building my Model (game)• Mission Three – Unlocking my Action Plan (game)• Mission Four – Unbundling the D3M Tool• Mission Five – Choosing my Research Area

Quest 3 – Applying D3M to My Classroom (Theory to Practice)• Mission One – Digging into the Research• Mission Two – Identifying My Classroom Challenge• Mission Three – Applying the Research to Practice• Mission Four – Building my Research-Informed Model

Quest 4 – Implementing and Optimizing My Plan (Theory to Practice)• Mission One – Leveraging Peer Feedback • Mission Two – Implementing my Action Plan• Mission Three – Optimizing … (my plan, student learning, my understanding)• Mission Four – Sharing Lessons Learned

Data-Driven Decision Making

KERBALS MINECRAFT

PORTALS WOW

PlayerAgency

OngoingServices

ProductiveConstraint

DesignedProduct

Invitatio

n

Comm

itment

Dance of

Agency

Research-supported and carefully-sequenced set of instructional challenges featuring diverse modalities for maximal learning and engagement

Learning Trajectories

Sample Sequencing: “Quest2Teach: On The Write Track”(Providing Feedback to Students in Ways that Inspire Engaged and Purposeful Learning)

Description• Invitational Pitch

Triggers• Agree to Contract

• Build Learning GoalResource

• Journal Article

TLlg CMpr

Description• Introduce Yourself

Trigger• Complete Profile

GastGaad

Description• Level Up Student Work

Triggers• Decisions with NPCs• Threshold Scores

• Ability• Confidence• CommitmentResource

• Pedagogical Agents

Immersive Strategy Game Framework

ASpr

Description• Post Classroom

ReflectionTriggers

• Post & Peer EndorsementResource

• Posting Tips

SRwe

Description• Improve Student Work

Triggers• Submitted Student

Work Reflection

CMpf

Description• Comment on Peers

Trigger• Offer Endorsement

Resource• SEL Handout

SLs

Research-supported and carefully-sequenced set of instructional challenges featuring diverse modalities

(leveraging learning sciences principles and featuring a game-infused framework)

Sequenced modalities

put knowledge and concepts to work to buildmastery of real world disciplines

THRIVE

Learning Trajectories

Game Ecology Needs• This game sets the tenor for the entire Q2T multi-year experiences• Just in time, not just in case

– Later in semester, but not too late that irrelevant• Instructors need to be invested

– Rather than apologizing, we should be celebrating, – Play the game, upload the rosters– Learn the concepts, drive the curriculum– Teacher toolkit, new pedagogies

• They need additional support, 2 hrs min, perhaps at all college monthly meeting.

– Form community of instructors to support ech other during implementation and thru semester via network.

• This needs to mediate between a high caliber class and the field– Raise expectations but not overwhelm with too much content (replace rather add)– Theory-based, rigorous course– Methods courses? more focused subgroups for richer transactions

HTTP://GAMESANDIMPACT.ORG/QUEST2TEACH/GUESTACCOUNT

CONTACT: ANNA.ARICI@ASU.EDU WWW.QUEST2TEACH.ORG

6 Traits: For 3D Gameplay

• Tyrion: Organization• Alaina: Voice• Catelyn: Word choice• Jaime: Purpose