Ask student for help. You would like to end an activity and move on to the next part of the lecture. A student asks: what do you like to do in your free time? You want students to change the classroom setting and make a u-shape with their tables. You want to move the deadline for an assignment to a later date. A student gets up to go to the bathroom without asking. Online Submission. Journal of Child Psychology…. Psychological Assessment.
Journal of Consulting and…. Research in Developmental…. Journal of Intellectual…. Autism: The International…. Journal of the American…. Early Child Development and…. Child Psychiatry and Human…. Journal of Abnormal Child…. Psychology in the Schools. Migration Policy Institute. Research in Autism Spectrum…. International Journal of…. Journal of Education and…. Advances in Health Sciences….
Journal of Applied Research…. National Professional…. Katsiaficas, Caitlin. O'Toole, Anna. Park, Maki. Verhulst, Frank C. Brooks, Kent. Matson, Johnny L. Howley-Rowe, Caitlin. Achenbach, Thomas M. Aman, Michael G. Keeton, Martha. Claus, Richard N. Ediger, Marlow. Epstein, Michael H. Quimper, Barry E. Rescorla, Leslie. Simmons, Kenneth L. Rothstein, Pauline M. Benson, Robert T. Dunmeyer, Kathryn.
Patton, Jan. Hare, Robert D. Journal Articles. Reports - Research. Guides - Non-Classroom. Reports - Descriptive.
Guides - Classroom - Teacher. Reports - Evaluative. Guides - General. Gamification and simulated virtual games are just the beginning of a new generation of EdTech tools. About 10 years of computer experience. Been messing around with electronics since I was 5, got into computers when I was in highschool, been modding them ever since then.
Very interested in how things work and their design. Share this post:. Bob Buskirk About 10 years of computer experience. View all posts by Bob Buskirk.
Articles Events. Like the students involved in the pilot, the 2, urban students in this larger test included large percentages of English language learners and students eligible for free and reduced-price meals. By , over 8, students had been taught using River City Ketelhut, Students and teachers using River City reported that, when the learning experience was evaluated by the teacher as part of the course grade, some students took the game or simulation more seriously, while others lost engagement.
Fourth, classrooms present the opportunity to use study designs that control for confounding variables, allowing researchers to more clearly isolate whether, and to what extent, a simulation or game affects student learning.
Finally, public schools offer the opportunity to deliver educational games and simulations to an entire population of students, scaling up the potential learning gains. Simulations and games designed for science learning allow the learner some control over the pacing and content of the learning. Classroom settings provide opportunities to both tap and extend this capacity Dede, b. Teachers assigning students to these teams have worked to ensure that each team includes students with interests in science, in games, and in collaborative leadership.
Teachers have also tried to place each learner in a role that matches his or her current capabilities. For example, students who struggle to read English text can aid their teams by gathering numeric data. Finally, teachers have tried to select team members so that one person does not dominate the interaction.
Such nuanced composition of learning groups is much more difficult in unsupervised informal settings. Second, science teachers can alter their classroom instruction and support on the basis of the feedback that games and simulations provide. Most teachers reported that they liked receiving these data Dieterle et al.
In classroom settings, the teacher can take advantage of feedback from the simulation or game to enhance and individualize learning—an opportunity that is not available in informal settings. Third, science games and simulations can be adapted for students with special needs, allowing them to be mainstreamed in science classrooms.
For example, the developers of an augmented reality curriculum adapted it to meet the needs of a student who was visually impaired Dunleavy, Dede, and Mitchell, Hansen, Zapata-Rivera, and Feng are testing a new simulation-based learning system with integrated assessment that shows promise of supporting science learning for all students, including those with disabilities. As another illustration, a special needs teacher modified the River City curriculum so that her class of cognitively challenged students could complete a substantial part of the curriculum, with very positive effects on their motivation and self-efficacy.
Classrooms offer opportunities for teachers to extend the supports that can be embedded in science games and simulations to meet special needs. Fourth, educational games and simulations can potentially help prepare students to take full advantage of other science learning activities. For example, Metcalf, Clarke, and Dede are currently designing and studying a learning environment focusing on virtual ecosystems.
The researchers plan to study whether students who experience this learning environment are better prepared to take full advantage of their visits to real ecosystems. For example, some students in urban settings. Teachers were instrumental in helping learners make these types of connections.
Further research is needed on what types of professional development are most effective in helping teachers to realize these opportunities for individualizing learning with simulations and games Schwarz, Meyer, and Sharma, Games and simulations draw on psychosocial factors to motive and to educate. Schools provide a setting in which students can informally discuss simulations and games, complementing the more structured, formal discussions in their science classes.
As described in the previous chapter, Steinkuehler and Duncan found evidence that online discussions of the commercial game World of Warcraft supported shared learning. By providing supervised access to the curriculum at these times, the schools allowed students to develop communication skills and social relationships centered on science learning. Schools also host clubs and other organizations that provide opportunities for learning informally with simulations or games.
The growth of robotics illustrates this potential; similar to augmented reality games, robotics adds a kinesthetic dimension to learning Rogers and Portsmore, Some games e. Science teachers can employ modding to encourage students to learn by designing simulations or games Annetta et al.
Dede c identified several constraints on the use of educational games and simulations in formal classroom settings, some of which are closely related to the opportunities described above. One is that the classroom teacher may not always implement the game or simulation in the manner intended by its designers, inadvertently undercutting student learning.
For example, although River City is designed to motivate and support students in moving from exploring the virtual environment to formulating and testing a hypothesis, some teachers have asked students to use the curriculum to simply confirm correct answers that the teachers provided in advance Ketelhut et al. As noted in Chapter 1 , students often find inquiry learning difficult National Research Council, b. To effectively help students through these difficulties, teachers require deep content knowledge and effective teaching strategies.
These requirements, together with practical constraints, such as lack of time and the press of high-stakes science assessments focusing on content knowledge, may discourage teachers from using games to engage students in inquiry learning. Another constraint is that schools often lack the technology infrastructure required to support a game or simulation. These problems include difficulty providing one-to-one student access to computers and challenges in obtaining network access to outside resources.
The requirement that teachers grade student work, including work with simulations and games, can also pose a constraint. Another constraint is posed by current assessment methods. Current high-stakes science tests do not accurately measure the complex understandings and skills developed by high-quality simulations and games Quellmalz et al. This can discourage the use of simulations and games.
For example, science curriculum coordinators for three large urban districts refused to allow teachers to use River City because an emphasis on science inquiry might interfere with students doing well on content-oriented high-stakes science tests Clarke and Dede,
0コメント