Implementing Educational
Gaming in the Mathematics
Classroom: Phase I,
Professional Development
Phase I of the Dimension M Project was
implemented during the Spring and
Summer of 2010 at the Institute for Math
Learning at West Virginia University
(WVU)
Support
• West Virginia Department of Education
• The Center for the Advancement of Stem
Education
• Blue Ribbon Mathematics Partnership
Counties located in north central West
Virginia (www.blueribbon.ws)
Purpose
The purpose of Phase I was to provide
professional development to mathematics
educators, with the specific goal of
improving the quality of teaching using
online educational gaming software.
Teaching Tool
Used was educational gaming technology,
Tabula Digita.
Primary Components for
DimesnionM
•
•
•
•
Instructional Modules
Single Player Missions
Multi-Player Missions
Educator Portal
Educator Portal
Includes an online management system
for student performance data as well as
many resources for a teacher
implementing gaming technology.
Instructional Modules
Developed based on the work on lesson
planning by Hunter (1990). This
component is made up of web-based flash
modules. The modules are presented "in
story" to complement the educational
video game missions and are meant to
teach students concepts and skills that are
practiced within the missions.
Single Player and Multi-Player
Missions
Developed based on the Learning by Doing
instructional theory of Schank, Berman,
and Macpherson (1999). The Single
Player and Multi-Player Missions are
designed to foster skill development and
the learning of key concepts through goalbased scenarios.
Program for Professional
Development
• Fifteen mathematics educators representing
seven middle/high schools in four counties in
West Virginia.
• Two one-day meetings during the spring
semester followed by a three-day workshop in
June.
• Each school received a netbook computer,
software and student licenses of Tabula Digita
mathematics gaming software (1000 total seat
licenses for each of three years of the project).
Phase I
• Demonstrate knowledge of educational pedagogy
related to implementing digital gaming
• Demonstrate knowledge of philosophy of game-based,
mathematical learning
• Demonstrate skills to navigate through Instructional
Modules, Single Player, Multi-Player Missions in
DimensionM and Dimenxian, and the Dimension M
Educator Portal
• Develop an Implementation Plan for next academic year
Reflection Sheets
• Responses to reflection prompts at the end of each
meeting day revealed that participants felt comfortable
with the material to which they were being exposed.
• Final-Day reflection prompts were evaluated for trends
regarding concerns for implementation of the gaming
software into the classroom. Of the 15 participants, five
were concerned about getting computer laboratory
time and three were concerned about finding time in
their schedule to include the materials. Only one
participant mentioned concern about learning to "play"
the games.
Predictions
Each participant was asked to make
predictions with respect to their students’
engagement with the educational gaming
software materials during Phase II of the
project. Reflective data will be collected at
the end of the pilot implementation year.
Predictions
Teachers were asked to predict which of the
three components of Tabula Digita,
Instructional Modules, Single Player
Missions, and Mulit-player Missions, would
have the greatest impact on each of the
following: a) students
enjoying/appreciating mathematics, b)
students learning mathematics, and c)
students doing mathematics.
Predictions
• Fourteen of the fifteen responded that the MultiPlayer Missions would have the most impact on
students enjoying/appreciating mathematics,
• Thirteen of the fifteen felt that the Instructional
Modules would have the most impact on
students learning mathematics
• Ten of the fifteen felt that the Single Player
Missions would have the most impact on
students doing mathematics.
Evaluations
The content was at the appropriate mathematical level ( average score out of 5).
– 10- 5's, and 3- 4's
Avg. 4.77
The work assigned in this workshop will enhance my teaching.
– 8- 5's, and 5 - 4's
Avg. 4.62
The workshop experience will help me teach more effectively.
– 9- 5's, 3 - 4's and 1 - 3
Avg. 4.62
The discussions about how to teach were useful.
– 8- 5's, 4- 4's and 1 - 3
Avg. 4.54
The materials provided were useful.
– 11- 5's, and 2 - 4's
Overall ratings out of 10 for material was
Avg. 4.85
Avg. 9.46
Discussion
Most concerns surrounding the implementation of
the gaming software into the classroom are
associated with making time in the schedule to
fit-in the use and obtaining time in a computer
laboratory
Partnership Forms were signed and
implementation plans were completed. Other
implementation concerns that arise throughout
the year are addressed in discussion boards via
the on-line project site during Phase II.
Discussion
• Most teachers felt that the Multi-Player Missions
would have the most impact on students
enjoying/appreciating mathematics, that the
Instructional Modules would have the most
impact on students learning mathematics, and
that the Single Player Missions would have the
most impact on students doing mathematics.
Teachers were asked to make the predictions
after having several hands-on sessions with
each of the components.
Discussion
Instructional Modules, according to Tabula Digita, are
meant to teach students concepts and skills that are
practiced within the missions. In their predictions,
teachers validated the intent of the Instructional Module
component use.
Multi-Player Missions was chosen as the component
most likely to impact students’ enjoyment. These
missions are often played by using teams and almost
always are played in groups.
Single Player Missions set up the structure for students to
do their own work in "real time". In order to be successful
in a Single Player Mission, an individual must be able to
"do the math". Teachers validated the intent regarding
how the missions are intended to be implemented.
Phase II
• Phase II of the project includes three, oneday follow up sessions and online
interactions throughout the academic year,
implementation of the materials in the
classroom, and project evaluation using
student performance data.
Online Data Collection
Two web-based survey forms were created
and used to collect the pre- and post data.
• Survey is password protected
• Tests are automatically graded
• Data is saved to Excel file for analysis
• Events (attempts, submission) are logged
Survey and Content Assessment
• Attitude Inventory
1.
is a very
and
tool to learn math.
11.Technology
Using technology
to worthwhile
learn makes
menecessary
feel nervous.
2.
develop my
12.I want
Usingtotechnology
to technology
learn makesskills.
me feel uncomfortable.
3. IIthink
robotics
technology
a good
waythinking
to integrate
learning
13.
am always
under
terrible is
stress
when
abouttechnology
how to useinto
a piece
of
math.
technology in my class.
4.
developtothe
mind
andabout
teachhaving
a person
to athink
about
math.
14.Technology
It gives mehelps
a headache
even
think
to do
lesson
integrating
5.
I think of to
technology
as only calculators, computers and software.
technology
learn math.
6.
gamesdoes
help not
me scare
to view
technology
a new
perspective.
15.Digital
Technology
me
at all afterinbeing
introduced
to digital math-games.
7.
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veryscare
helpful
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link real
lifeintroduced
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learning K-12
16.Games
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metool
at all
being
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math
courses.
17. I have
a lot of self-confidence when it comes to using games to learn math.
8.
ways that
I could
useconcepts
technology
to learn
18.I can
I amthink
able of
to many
use robotics
to learn
math
without
too math.
much difficulty.
9.
one
of mygames
most dreaded
subjects.
19.Technology
I expect to is
use
digital
to learn math.
10.
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mind technology
goes blank background
and I am unable
thinkme
clearly
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with
20. A
couldtohelp
in mywhen
professional
technology.
• Cronbach’s alpha of self-confidence, value,
enjoyment and motivation
Phase II Evaluation Plan
• Vennessa, would you like to add a few
slides?