Formative Evaluation of PBS Ready to Learn Transmedia Gaming Suites

• In Event: Ready to Learn Initiative: Using a Transmedia Approach to Enhance Early Literacy and Numeracy Skills

Abstract

Objectives: To present the outcomes of an extensive formative study that examined the impact of seven PBS Ready to Learn (RTL) transmedia gaming suites (The Cat in the Hat Knows a Lot About That!, Curious George, Dinosaur Train, Sid the Science Kid, Super WHY!, Fetch! and Fizzy’s Lunch Lab) on low-income children’s early literacy and numeracy skills and to discuss the potential implications of transmedia gaming suites on cultivating student engagement and learning among children ages 2-8.

Theoretical Framework: Proficiency in reading and mathematics are universally recognized as the most fundamental skills, yet in the National Assessment of Educational Progress (NAEP) only 39 percent of 4th grade students perform at or above Proficient level in math. Gaps between low-income students and middle-class students persist (NAEP 2009). PBS is creating transmedia content to provide early intervention in numeracy and literacy learning processes for young children in underserved communities. The transmedia gaming suites focus on improving core skills for children through connecting activities across multiple media platforms such as computers, iPads, iPod Touches, and SMART Boards. The gaming suites capitalize on children’s interest in learning with technology. Significant use of the transmedia gaming suites in the classroom is expected to increase student engagement and motivation, which in turn will result in increased student achievement.

Methods: Several preschool and elementary school classrooms in a high-poverty area of the San Francisco Bay Area participated in a 3-month pilot study of the PBS RTL transmedia gaming suites. The purpose of the pilot study was to test and describe the use of beta versions of PBS’s transmedia gaming suites in preschool and elementary school classrooms. Students used the gaming suites on the various platforms provided (SMART boards, iPads, iPod Touches, iPhones and computers) for 40 minutes, 4 days per week in addition to their regular curriculum. Extensive qualitative and quantitative data were collected.

Data Sources: Classroom observations, student focus groups, and teacher interviews occurred on an ongoing basis to examine the student interaction with the transmedia gaming suites. Pretest and posttest measures were used to assess children’s literacy and numeracy skills.

Results: Preliminary findings suggest that the beta versions of the transmedia gaming suites are well suited for preschool and early elementary classrooms. Evidence suggests that students learned key literacy and numeracy concepts from the gaming suites. Teachers reported that the gaming suites were valuable tools in their classroom instruction. Finalized results will be completed before the AERA conference.

Significance: Attainment of math and reading skills in the early years has been shown to be a strong predictor of students’ later achievement in math and reading (Duncan et al., 2007). Transmedia content can help improve student engagement and develop core early literacy and numeracy skills of children in underserved communities. This research can help enhance the educational ecosystem by transforming how students learn through the connected use of multiple media platforms.

Author

• Elizabeth M. McCarthy, WestEd