2. Gaming in the Classroom: “Beast” or “Horribad” ? (Sklathill, 2008- Flickr) Krista Wiles Technology in the Classroom Spring 2013

3.  What IS gaming? Gaming is the usage of electronic devices in the classroom for educational purposes. Gaming aims to further develop, or add on to a student’s basic knowledge about a subject. Gaming addresses a specific goal, while having fun and learning at the same time. There are different types of games. There are different types of devices. There are different usage approaches. (Drilnoth, 2009- Wikimedia Commons)

4.  What IS gaming?  Computer Games (Gustav Agren, 2013- Wikimedia Commons) (Sir Stig, 2009- Wikimedia Commons) (Lolametro, 2011- Wikimedia Commons)

5.  What IS gaming?  Computer Games  Video Games (Guillaume Bokiau, 2004- Wikimedia Commons) (Macara, 2007- Wikimedia Commons) (Skyonist, 2007- Wikimedia Commons) (Evan-Amos, 2011- Wikimedia Commons) (Qurren, 2006- Wikimedia Commons)

6.  The goal of gaming. “Catch” and “hook” students. Today’s child– Technological age. Motivation factor. (ChinaFlag, 2008- Wikimedia Commons)

7.  Technological devices.  COT games (Coolcaesar, 2005- Wikimedia Commons) (Sandford, 2006; Van Eck, 2009)

8.  Technological devices.  COT games  “Educational” games (Bartmoni, 2009- Wikimedia Commons) (Sandford, 2006; Van Eck, 2009)

9. (ChiemseeMan, 2006- Wikimedia Commons)  Technological devices.  COT games  “Educational” games  Most used/researched?  Math games  Strategy games  Virtual games (Sandford, 2006; Van Eck, 2009)

10.  Research shows… Teachers are jumping on board. * $21.8 billion dollars sold in 2008 on video games. (Nawaz, 2009) * 19% increase in 2009. (Nawaz, 2009) Students who don’t normally participate, are participating in gaming. (Pastore, 2010) (J.J, 2004- Wikimedia Commons)

11.  Research shows…  Conclusions from the data The most effective classroom games utilize: * Social negotiation * Inquiry learning * Reflective thinking * Authenticity of learning * Ease of use (Pastore, 2010) As gaming grows in popularity, more customizable games will likely be created. This means: More subject areas covered. More state and national standards met. (Pratheepps, 2006- Wikimedia Commons)

12.  Research shows…  Conclusions from the data  What’s working Students are coming to class motivated. Students are excited to be using technology. Students have specifically been showing more interest in math classes that involve games. (Pastore, 2010) Addresses “today’s students” and their needs.

13.  Research shows…  Conclusions from the data  What’s working  Why teachers/students love it Fun. Engaging. Motivating. Fairly easy to use/understand.

14.  Conclusions from the data There has been no significant effect on test performance since gaming has been introduced and used in the classroom. (Pastore, 2010) Students must have a working knowledge of the data before video gaming can be considered useful. Students can easily become distracted with networking sites. (The Social Network, 2010- Wikimedia Commons)

15.  Conclusions from the data  What’s not working Games do not always address student learning styles. Students without a strong knowledge of computers cannot use the technology as effectively. Students may take advantage of not being monitored constantly.

16.  Conclusions from the data  What’s not working  Why teachers aren’t sold yet Need more options. Need a way for student accountability. Can be unnecessarily time consuming. (Pratheepps, 2006- Wikimedia Commons)

17.  Mostly research and surveys.  The success of the student is most important.  As gaming becomes more accepted, there will be more options for use.

18.  While considering if this is for you... Students are unique. Psalm 139:14a—“I praise you, for I am fearfully and wonderfully made” Cater to all students. 2 Timothy 2:15—“Do your best to present yourself to God as one approved, a worker who has no need to be ashamed…”

19. Alexander, J. (2009). Gaming, student literacies, and the composition classroom: Some possibilities for transformation. College Composition and Communication, Vol. 61, No. 1, pp. 35-63. Egenfieldt-Nelson, S. (2006). Overview of research on the educational use of video games. Digital Kompetanse, Vol. 1, pp. 184-213. Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay. Computers in Education, 51, 1609-1620. Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Educational Technology, Research and Development, 56. Kirriemuir, J., McFarlane, A. (2004). Use of computer and video games in the classroom. Nawaz, G. (2009). NPD: Video games sales data for 2008. Pastore, R., & Falvo, D. (2010). Video games in the classroom: Pre- and in service-teachers’ preceptions of games in the k-12 classroom. International Journal of Instructional Technology and Distance Learning. Sandford, R. (2006). Teaching with games: COTS games in the classroom. Schrader, P. G., Zheng, D., & Young, M. (2006). Teacher perceptions of video games: MMOGs and the future of preservice teacher education. Innovate Online Journal. Van Eck, R. (2009). A guide to integrating COTS games into your classroom.