Citizen Science

• In Event: Advances in Assessing Game-Based Learning

Abstract

Purposes and Theoretical Framework
In spite of mounting evidence supporting the potential for video games as powerful learning tools (c.f. Squire, 2011), games continue to face the practical challenge of integration into formal education settings - accommodating the needs of schools, teachers, and classrooms. Van Eck (2006) outlines the issue of integrated game-based learning: in order for games to be successfully used in classrooms, they must be targeted towards curriculum, aligned with content, and well-documented to support teacher training.
Using a recent implementation of Citizen Science, a digital learning game for middle-schoolers about lake ecology and civic participation, this paper presents data from an experiment designed to test the chronological order in which games should be integrated into a curriculum. Findings from pre- mid-, and post-tests content learning assessments across test and control conditions will be presented, to examine whether players learn best from games when they are prepared for future learning (Bransford & Schwartz, 1999).

Method
We conducted a three-day intervention that used the Citizen Science to help teach lake science and civic participation to two classes of eighth grade students during the spring of 2011 at a small private middle school. The game was used halfway through a three-week long lake ecology unit designed by the course instructors. Two classes taught by one instructor were split into two groups, so that half of the students in the first period class were in the control group and half of the students in the second period class were in the control group. For all groups, students took a pre-test and a gaming literacy survey to better gauge: a) their baseline experiences and attitudes towards video games as well; and b) the science content that would be presented through the intervention. The control group was presented with an alternate intervention worksheet and reading packet followed by approximately one hour of video game play. The experimental group was allowed one hour of video game play followed by the same worksheet and reading packet. Both groups were given a mid-test between the game and alternate intervention as well as a post test one day after the game/intervention was completed.

Results & Conclusions
Preliminary data analysis suggest that males in the test condition exhibited significantly more efficient in-game play behaviors than males in the control condition. These results support previous work suggesting the influence of gaming literacy (Gaydos & Squire, 2010). Though the game was seen by the teacher and administration as generally positive, it was also evident that the game was treated as a module to be added-on rather than integrated into the core curriculum. Our Interviews and observations highlight known issues within schools (e.g. limited teacher resources) and further raise questions regarding the use of games that draw heavily on genres. Prerequisite gaming literacies may interfere with both student understanding of game content as well as teacher use of games within curricula.

Authors

• Kurt D. Squire, University of Wisconsin - Madison

• Matthew Gaydos, University of Wisconsin - Madison

• Benjamin M Devane, University of Florida