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The Impact of Virtual Worlds on Student Achievement, Higher Order Thinking Skills and Test Motivation Dr. Amy Fox-Billig Pace University and Valhalla High.

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Presentation on theme: "The Impact of Virtual Worlds on Student Achievement, Higher Order Thinking Skills and Test Motivation Dr. Amy Fox-Billig Pace University and Valhalla High."— Presentation transcript:

1 The Impact of Virtual Worlds on Student Achievement, Higher Order Thinking Skills and Test Motivation Dr. Amy Fox-Billig Pace University and Valhalla High School 1

2 Goals For Today O Motivation and Background O Research, Results, and Implications O Curriculum Overview O Question & Answer


4 Why? O 93% of youths age 8-17 access the Internet. O More than 73% of teens have profiles on social networking sites O 38% of the online teens are sharing content, such as photos, videos, artwork, or stories. O 80% of all teens have a console gaming system, and O 51% have a portable gaming system. Pew Research Groups Pew Internet & American Life Project (Lenhart, Purcell, Smith, & Zickuhr, 2010)

5 Why Else? O Respect for the intellectual property rights of others. O Self-respect O Digital footprints O E-Rate funding

6 Initial Motivation ? Online Skills Online Environment

7 Technology in Education O Pedagogically sound O Support the curriculum O Have district-wide buy in 7

8 e-Learning O Asynchronous O LMS: Blackboard, Moodle O Communication: , discussion boards, listserv O Synchronous O Chatrooms, instant messaging, video chat O Multi User Virtual Environments (MUVEs) 8

9 Blooms Revised Digital Taxonomy O Lower Levels O Remembering O Understanding O Higher Order Thinking Levels O Applying O Analyzing O Evaluating O Creating 9

10 Higher Order Thinking O Critical Thinking O Reflective and reasonable thinking focused on what to believe or do O Problem Solving O Thinking strategy O Identify a problem O Represent the problem O Determine and carry out appropriate solution O Evaluate 10


12 Multi-User Virtual Environments O Immersive O Student centered O Collaborative O Social 12


14 We Also Know O Virtual Reality – Qualitative Case Studies O Medicine/Nursing O U.S. Military O Higher Education O Elementary and Secondary Education O Positive impact on student learning, social skill development and problem solving. 14


16 Research Questions O What impact does the integration of a VWLE into a unit designed to meet the federally mandated e-rate requirement to teach internet safety and digital citizenship have on O student achievement? O higher order thinking skills? O test motivation? 16


18 Design O Action research O Experimental O 9 th grade computer applications O Digital citizenship and cyber safety unit 18

19 Setting and Population O Small suburban district O 1,500 in grades K-12 O E-Rate Compliant O Ethnically and racially diverse O Middle Class O Entire ninth grade O Randomly selected control and treatment groups O 102 students, 51 in each group 19

20 Procedures O Permission slips – parents and students O Collect background data O Administer technology use survey and pretests O Teach 6 week unit O Administer posttests and motivation survey 20

21 Delivery of Instruction O CONTROL GROUP O Reading, researching, videos, group discussions, social networking, group written assignments, creation of videotaped PSA O TREATMENT GROUP O Reading, researching, videos, in-world group discussions, social networking (RL and VW), in-world group written assignments, in-world constructions, in-world role play, creation of machinima PSA 21

22 Data Collection O Technology use O Panhandle Technology Use Survey O Student achievement O Content pretest and posttest O Higher order thinking skills O Cornell Test of Critical Thinking, pretest and posttest O Test motivation O Student Opinion Survey – James Madison University 22


24 Data Analysis O Independent variable O Group O Dependent variables: O Achievement scores O Higher order thinking scores O Motivation scores O Tests O ANOVA O Correlational analysis 24

25 Findings O RESEARCH QUESTION 1 O Posttest averages O Treatment group 76.51, Control Group O Levenes Test for Equality of variances O F-score.869, sig..353 No statistically significant difference O t- test for equality of means O t-value , sig (2-tailed).088 No statistically significant difference Supports acceptance of the null hypothesis 25

26 Findings O RESEARCH QUESTION 2 O Posttest averages O Treatment group , Control Group O Levenes Test for Equality of variances O F-score.597, sig..442 No statistically significant difference O t- test for equality of means O t-value -.695, sig (2-tailed).488 No statistically significant difference Supports acceptance of the null hypothesis 26

27 Findings O RESEARCH QUESTION 3 O Posttest averages O Treatment group 10.16, Control Group 9.86 O Levenes Test for Equality of variances O F-score.591, sig..444 No statistically significant difference O t- test for equality of means O t-value.256, sig (2-tailed).799 No statistically significant difference Supports acceptance of the null hypothesis 27

28 Correlational Analysis O Motivation survey and academic posttest O r =.331, sig (1-tailed) =.001 O Cornel Critical Thinking posttest and academic posttest O r =.607, sig (1 –tailed) =.000 *Results cannot be attributed to use of a VWLE 28

29 Informal Observations O More engaged O More on-task O More social interactions O More risk taking 29

30 Conclusions O Results are consistent with other research on K-12 online learning O Online learning shown to be equally effective as face-to-face learning 30


32 Potential Downfalls O Desensitization to the medium O hours/day, more than 73% online profiles, 38% share content, 80% gaming consoles, 51% hand held games, 8% virtual worlds O Inherent problems with virtual worlds O System requirements O Learning curves O Technical failures 32

33 Implications School District Focus: O Test scores only O Virtual worlds are an equally effective but expensive alternative O Test scores, social development, motivation and engagement O Virtual worlds are a viable and positive alternative 33

34 Future Research O Repeat the study in core content areas O Incorporate student feedback, interviews and observations O Longitudinal study 34


36 O Two Main Areas O Digital Citizenship O Cyber Safety Components of an Effective Curriculum

37 Digital Citizenship O Intellectual Property/Creative Content O Define O Identify examples O Copyright vs. patent O Copyright, copyright laws and downloading O Copyright vs. registered copyright O Copyright Laws O Penalties for Illegal Use of Copyrighted Materials

38 Digital Citizenship O Downloading O Legal Practices O Safe Practices O Consequences O Plagiarism O What is it O Ways to avoid it O Consequences

39 Digital Citizenship O Creative Rights and Fair Use O Define Creative Rights O Identify Four Factors of Fair Use O Social Media and Copyrighted Material O Facebook O YouTube O Tumblr O Twitter

40 Student Builds for Digital Citizenship


42 Cyber Safety O Internet O Cell Phones

43 Cyber Safety O Cyber bullying O What is it? O Identify types of cyber bullying O Consequences O TMI – Revealing Too Much Information online O NASL (name/age/sex/location) O User names O Profiles O Geo tagging

44 Cyber Safety O Cyber Predators O Grooming O Tracking O Tools for tracking O Social media, , IM, and chat rooms O Friends lists O Privacy settings O Postings O Pictures/videos

45 Cyber Safety O Sexting O Self respect O Control of ones body O Social outcomes O Legal aspects and consequences O Texting and Driving O Distracted driving O Saying something to the driver/texter O Consequences

46 Some Helpful Resources O Netsmartz Netsmartz O O Microsoft Digital Citizenship and Creative Content Curriculum O O Wired Safety O O U.S. Copyright Office O

47 Contact Information O Dr. Amy Fox-Billig O SL: Yamis Jewell O Website: O Twitter - Tektchr

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