Teaching With Games: Experience and Change

• In Event: 58.023 - Bridging the Divide Between Knowledge and Action to Advance Game-Based Learning

Abstract

It has been established that digital games demonstrate potential for supporting student learning (Clark, Tanner-Smith, & Killingsworth, 2015; Wouters, Van Nimwegen, Van Oostendorp, & Van Der Spek, 2013). Unsurprisingly, teachers are using digital games in their classrooms in increasing numbers (Fishman, Riconscente, Snider, Tsai, & Plass, 2014). However, integrating digital games into instruction creates new challenges for teachers; the mismatch between current pedagogical practice and the practices afforded (or demanded) by new technologies can create barriers to integration (Ertmer, 2005; Straub, 2009). One factor that contributes to successful game implementations is teachers' experience with the game, as familiarity with a technology gives teachers a sense of what to expect when using the tool in a classroom, including how students interact with the technology and what aspects are difficult for students to understand (Ertmer & Ottenbreit-Leftwich, 2010; Mumtaz, 2000; Sheingold & Hadley, 1990).

This paper contributes to our emergent understanding of what teaching using videogames can look like, focusing on a specific example of a mathematical problem solving videogame (Boone’s Meadow) that was designed to incorporate teacher-student interactions, rather than replace instruction. In this context, the teacher's role is central to implementing the game successfully. We present an in-depth case study of a 7th grade teacher, Ms. Lynn, who taught math over three years (2014, 2015, 2016) in a diverse middle-school (92% free and reduced lunch, 30% English language learners) in a southeastern U.S. city. Data for this paper come from videos of the teacher captured on each day of gameplay (four days in years 1, 2, and 3; 12 days total). Students were also given pre and post tests on ratio and proportion, and the teacher was interviewed each year. All teacher videos were transcribed and coded for types of mathematical engagement (Barab & Gresalfi, 2012); and teacher talk around the game was categorized as behavioral management, defining terms, or narrative immersion (i.e. when the teacher makes explicit connections to the story of the game). Four researchers coded the transcripts, and instances of uncertainty were discussed until we reached agreement.

The results of our analysis demonstrate that, over time, Ms. Lynn became increasingly comfortable with allowing student mathematical thinking to occur in relation to the game, rather than “preteaching” content that students would encounter in the game. Whereas in Year 1 only 25% of instructional time took place in the context of gameplay, over time more of Ms. Lynn’s teaching occurred in relation to the challenges and activities in the game, such that whole class instruction took up closer to only half of the instructional time. Similarly, the amount of teacher talk involving narrative immersion increased significantly during gameplay over the years. The amount of talk defining terms from the game (such as fuel capacity) also increased. Overall, these changes suggest that the teacher became increasingly comfortable with allowing students to confront mathematical problems in the game (rather than equipping students with the procedures in advance of encountering the problems) which supported students’ opportunities to learn through problem solving.

Authors

• Melissa Sommefeld Gresalfi, Vanderbilt University

• Amanda Marie Bell, Vanderbilt University - Peabody College