TEAM 3- DGBL by Kerry Keefe https://padlet.com/kkeefe6/cj38thrdy43o Molly Courtney, Karl Hilderbrandt, Jamie O'Brien, Leanne Ward en-us 2019-09-29 14:42:17 UTC 2025-05-03 15:43:40 UTC hello@padlet.com Internal: with a content-focused curriculum, it is harder to incorporate games in the existing curriculum (Watson et al. 2011) khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392192995 Subjects that are more "competency or skills-based" (Watson et al., 2011, p. 467) seemingly offer more versatility in their connections/integration of games. ]]> 2019-10-01 22:59:56 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392192995 External: "time limitations of the bell schedule" (Rice, 2007, p. 255). khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392195055 Not having consistent save points would deter my class from beginning a game that we can't finish in 50 minutes. Games like Kahoot can't really be paused, but the teacher can tailer the pace and timing to fit the schedule. ]]> 2019-10-01 23:10:50 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392195055 Internal: "Can engagement in video action lead to higher-text based achievement?" (Rice, 2007, p. 258). khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392200604 Text based achievement always seems to be the concern. While educators clearly would use video games to differentiate instruction, how I'd explain video games to parents in my division who think similarly would present another equally important barrier. ]]> 2019-10-01 23:40:18 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392200604 Technology Skill Imbalance jamieobrien https://padlet.com/kkeefe6/cj38thrdy43o/wish/392660697 Students who regularly play video games have a higher skill level than non-gaming students. Watson et al. (2011) reported kids that were gamers would sit down in groups and they would take over the computer on the first turn, because they were comfortable. ]]> 2019-10-02 18:34:16 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392660697 Increased Noise Level jamieobrien https://padlet.com/kkeefe6/cj38thrdy43o/wish/392668273 Game playing creates excitement and interaction which can lead to a disruptive learning environment.  "The noise level was significant with approximately twenty five students talking over each other, and it was difficult to capture intelligible audio..." (Watson, et al., 2011, p. 473)  

]]> 2019-10-02 18:44:40 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392668273 External: Lack of Tech Support jamieobrien https://padlet.com/kkeefe6/cj38thrdy43o/wish/392673102 Many schools are lacking tech support to maintain equipment. Mr. Irvine wanted groups of two instead of larger groups...."but that didn't happen because of tech problems" (Watson et al, 2011, p.471)]]> 2019-10-02 18:51:44 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392673102 Internal: Educator lack of comfort and knowledge with the use of DGBL MMCourtney https://padlet.com/kkeefe6/cj38thrdy43o/wish/392707894 Watson et al. 2011 attribute teachers’ lack of knowledge about how to incorporate DGBL as a barrier.  Rice (2007) states that teachers may be uncomfortable with technology and constructionist principles.  

For educational purposes, “good games” are those that “help players learn the things they need to learn in order to win or get through to the end.” While DGBL favors constructionist methods, even those educators who are more comfortable and experienced with didactic instructional foundations can determine value in video games.  Becker (2017) effectively maps features of video games to Gagne’s nine events of instruction, for example, which may be more familiar to teachers not accustomed to DGBL.
 
Reference:
Becker, K. (2017). Choosing and using digital games in the classroom - a practical guide. Switzerland: Springer. 


]]> 2019-10-02 19:51:36 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392707894 External: Access to Equipment MMCourtney https://padlet.com/kkeefe6/cj38thrdy43o/wish/392710715 Cost of or access to computer equipment for access to game play limits adoption by many educators and schools. Schools may only have access to older, less powerful computers, which limit the ability to use games with higher processing demands (Rice, 2007).  These less resource-intensive, less sophisticated games may not foster engagement or learning in the same way.

These challenges can be exacerbated by scheduling to share the limited resources (Watson et al., 2011).

Some school systems may have infrastructure in place to try and address these limitations, while others will not. Below is an example of one such resource.]]> 2019-10-02 19:54:04 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392710715 Image copied from Becker (2017, p. 71) MMCourtney https://padlet.com/kkeefe6/cj38thrdy43o/wish/392716813 Gagnes Nine Events]]> 2019-10-02 20:07:02 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392716813 Relating DGBL to more traditional didactic Methods MMCourtney https://padlet.com/kkeefe6/cj38thrdy43o/wish/392717035 Becker (2017) relates DGBL to Gagnes Nine Events of Instruction.
1. Gaining attention is accomplished through, e.g. cut-scenes in games to help explain the story, objective and goals.
2. "When the narrative does not coincide with the learning objective, we often end up with openings like, “Learn math and help Oliver find his way home.” (Becker, 2017, p. 70)
3. Game challenges are often structured so that prior learning in the game is needed to accomplish a goal.
4. Information is presented through NPCs, narration or other stimulus to draw attention to elements.
5. Guidance: e.g. players' inventory of items or tools, or tools appearing when relevant
6. Players are given essentially unlimited opportunities to practice what was learned.
7. Players are shown points, lives, power ups, and status throughout play.
8. Most games provide level summaries and measures of progress.
9. Game genres typically have similar goals, challenges or rewards which provide general knowledge. The kinds of problems solved in games can be related to one another.

"Game Ref: Final Fantasy XV" by clintoncrumpler is licensed under CC BY 2.0]]> 2019-10-02 20:07:28 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392717035 Internal: Transformation of Teacher Role MMCourtney https://padlet.com/kkeefe6/cj38thrdy43o/wish/392725284 When using video games in the classroom, the role of the teacher changes from the front of the class, center of attention to a learner-centric environment where students interact and hold more control.  Teachers must be prepared and comfortable to disseminate control to students, interact with the whole class, observe game play, answer questions, and draw attention to aspects of the game.   A degree of gaming understanding and preparation is required by the educator.

"Technology Use" by mrsdkrebs is licensed under CC BY 2.0]]> 2019-10-02 20:23:15 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392725284 External: Tech upgrades khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392748586 "Educational games, especially those designed with the classroom in mind, may have to be orientated toward lower-end machines" (Rice, 2007, p. 254). The quicker, the better! Games need to be loaded fast because network log-in times, access issues, and availability of technology in the school already slow us down significantly. As soon as schools catch up, new tech arrives as our "lower-end machines" wither away and are eventually replaced where the entire cycle repeats itself. ]]> 2019-10-02 21:24:14 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392748586 Internal: "knowledge of how to use games for education" (Watson et al., 2011, p. 467). khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392752389 Adding to Meagan's comment, our discomfort often times comes from our lack of knowledge. More PD time dedicated to DGBL and the technical support to implement it within our classrooms. ]]> 2019-10-02 21:36:17 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392752389 External: Financial Support jamieobrien https://padlet.com/kkeefe6/cj38thrdy43o/wish/392756366 "teachers need various types of support from the school's administration in order to buy the games" (Waston et al., 2011)]]> 2019-10-02 21:53:20 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392756366 Internal: Accessibility and Equality b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392757995 Games that include text can be ill-suited for use in diverse classrooms with students who struggle with reading/writing. ]]> 2019-10-02 22:01:27 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392757995 b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392765300 2019-10-02 22:39:45 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392765300 Internal Barriers b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392765689 2019-10-02 22:41:56 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392765689 External Barriers b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392766222 2019-10-02 22:44:30 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392766222 For Teachers b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767505 2019-10-02 22:50:16 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767505 External: Licenses + getting games on school networks khildebrandt3 https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767877 Having proper permissions, the cost of getting licenses for a classroom set of games, and solving networking issues/setting up accounts creates additional stress to financial support. ]]> 2019-10-02 22:52:15 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767877 For Students b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767883 2019-10-02 22:52:17 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767883 For Schools b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767978 2019-10-02 22:52:50 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392767978 For Students b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770194 2019-10-02 23:04:51 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770194 Schools b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770459 2019-10-02 23:06:18 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770459 For Teachers b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770986 2019-10-02 23:09:12 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392770986 Graphics and Advances in Gaming b92ljw https://padlet.com/kkeefe6/cj38thrdy43o/wish/392774005 The games that students play at home set a high standard for graphics and game performance. Lesser funding for educational games inhibits the development of realistic high-performance games,, which can be a barrier to students' engagement and immersion (Rice, 2007).]]> 2019-10-02 23:24:52 UTC https://padlet.com/kkeefe6/cj38thrdy43o/wish/392774005