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This assessment focuses on a critical reflection on how game-based pedagogy can be used to facilitate High-Quality Teaching and Learning (HQTL). This is an attempt to find out which techniques and approaches work best for the students; mainly Year 2 (Key stage 1) and Year 5 (Key stage 2) as these are the only classes I teach. Quantitative research was carried out such as questionnaires and classroom observation, to compare the learning styles, techniques, and approaches between both classes. Findings showed that the game-based approach contains a huge prospect for development in educational settings. Students are more likely to engage and interact more with the content that is being taught, compared to teachers’ going through their basic PowerPoints.
Introduction
In recent years, there have been many efforts to improve the public education systems of the UK. The efforts were primarily focused on ‘how to improve schools as organizations’ (Baker et al, 2005; Elmore, 2005; Schmoker, 2006), in terms of school improvement, strategic planning, and education reform. These efforts managed to achieve some of the desired results such as data-driven organization, school goals, and schools with mission and vision, however, there has been minimal effort to directly impact the teaching and learning occurring in classrooms (Black and Wiliam, 1998; Shmoker, 2006). If we are to improve all schools, we must also craft improvement strategies that directly impact what happens in the teaching and learning environment. As Black and Wiliam (1998) state, ‘Learning is driven by what teachers and pupils do in the classroom’.
High-quality teaching and learning (HQTL) is ‘both context and culture-dependant and cannot be defined and measured in absolute, universal terms’ (Thompson, 2020). HQTL is a daily, face-to-face interaction that takes place in the classroom between teachers and students. It is different pedagogical approaches used to challenge, engage, and motivate learners. Similarly, it is the way teachers use assessment and feedback to identify gaps as well as helping and supporting students to move on in their learning. It is about encouraging and setting challenges for students so that they can achieve more. According to Packer (2020), HQTL has the aim and responsibility to provide ‘support, advice and guidance’ to students and teach them the way to implement high-quality learning in the classroom so that they can remove the barriers to learning. This could also be achieved using game-based pedagogy in the classrooms, as games offer a unique structure, and creative thinking and provide diversity in teaching methods.
This assignment is intended to critically reflect on game-based pedagogy to facilitate high-quality teaching and learning (HQTL), using educational literature and frameworks that focus on which techniques and approaches work best for Year 2 and Year 5 students. It outlines how game-based teaching can be integrated within the context of formal schooling.
Literature review
Pedagogy is a teaching method, in terms of the theory and practice of education. It is the relationship between learning techniques and cultures, based on the educator’s beliefs about how learning should, and does, take place (Persaud, 2019). To support students’ development of knowledge and skills, education systems are busy with developing learning environments to facilitate students’ learning processes. However, this could be a challenge since decisions have to be made based on different learning processes, different knowledge components, and different teaching methods (Aleven, Koedinger, Corbett, and Perfetti, 2015). To complement teaching strategies, games offer a unique structure, spark creative thinking, and provide diversity in teaching methods (Boyle, 2011). According to Salter (2011), games can also offer opportunities for experimenting with playful learning in all disciplines. Teachers and other staff should be using the game-based pedagogy to proceed towards ideas of content in new ways, rather than trying to force playfulness.
Game-based learning is defined as ‘learning that is facilitated through the use of the games’ (Whitton, 2012). This can be taught at any level starting from preschool through to lifelong learning. The use of games in the classroom can be intrinsic or supplemental, online or computer, face-to-face, or played with physical objects (Gee, 2003). Chee (2016) supports the idea of using games in education, however, he argues that the efficiency of game-based learning depends on the capacity of teachers to control games effectively as learning tools and on the willingness of students to engage in the game and other pedagogical activities. Teachers must be aware of how to create space for games in their teaching, organize class activities around the use of games as well support students with their engagement with game-based activities in the classroom. Groff, Howells, and Cranner (2010) make it clear that ‘game-based approaches must be well planned, and classrooms carefully organized to engage all students in learning and produce appropriate outcomes’.
Many studies on game-based learning focus on how games should be designed when teaching, with researchers trying to look for best practices for designing games (Van and Hung 2010; Alaswad and Nadolny, 2015; Arnab et al, 2015; Aslan and Balci, 2015) or discussing the design process of specific educational games for the classroom (Barab et al, 2005; Lester et al, 2014). However, it is argued that simply focusing on ‘specific’ game design is problematic as it places the student’s responsibility in the hands of designers who may never had an experience of classroom teaching or advocating on behalf of the learning offered by games without having to take into account the real and various challenges faced by today’s diverse learners (Nolan and McBride, 2013).
Since game-based pedagogy is a broad term, there are many models and frameworks for it that are being used. One of the game-based pedagogy frameworks is ‘The input-process-outcome model’ by Garris, Ahlers, and Driskell (2002). This model tries to visualize how and when learning occurs when learners play a game. The input represents the educational game consisting of instructional content, mixed with game characteristics. During the game process, the learners are expected to repeat cycles within a game context. The learning outcomes, in turn, are conceptualized as a multi-dimensional construct of learning skills, cognitive outcomes, and attitudes.
In an educational setting, input is the objectives and content that teachers put in, while process is the method of delivery of content. The outcome is the result of input and process, in terms of student engagement and performance. Moreover, using the game-based approach in Year 2 and Year 5 classrooms not only supports learning but also stimulates student’s motivation and engagement as they are more likely to be focused and pay attention to the topic. It is more appealing to children to engage in an activity like gaming. Game-based learning improves retention as the goal for students is to remember what they have learned while playing the game. It also helps students to identify their strengths and weaknesses as well as turn students into problem solvers and self-directed learners. Game-based learning allows students to engage in friendly competitions with peers. However, most games are designed to be addictive, including educational games, which could be a source of distraction. If teachers are not familiar with technology, the way students are more advanced, there could be a gap between teaching and learning. Assigning games without defining clear learning objectives reduces class time to playtime only.
Furthermore, the gamification approach could also be used in Year 2 and Year 5 classes as it typically involves game design thinking to non-game applications, to make their experiences fun and engaging. Gamification encourages fun, collaboration, retention, productivity, and creativity. The advantages of the gamification approach include: students are more likely to engage in classroom activities and be more attentive to what they are learning, motivates students to complete activities and allows students to participate in friendly competitions with peers. On the other hand, the disadvantage is that it can become more predictable and boring, poorly designed game activities can seem meaningless and manipulative.
Other models of game-based pedagogy include the pedagogical model by Russel Francis (2006) and David Kolb’s (1984) experimenting learning model. These models are presented as examples of what a game-based pedagogy might look like and guide the teachers in exploiting the power of playing games in real classrooms.
Research design
Expand this – need to write another 500 words. Look for detailed advantages and disadvantages of Quantitative methods, questionnaires, and classroom observations. Back everything up with year 2 and year 5 classes. Link the statements with the class, please.
For this assignment, quantitative methods were chosen as the literature states such methods are more reliable for exploring certain links (Blumberg et al, 2008), in terms of comparing the learning style, techniques, and approaches between two classes Year 2 (KS1) and Year 5 (KS2). The advantages of using the quantitative method include data can be collected and analyzed quickly, it can be anonymous which is useful when dealing with sensitive topics and it allows to generalize of findings effectively. However, the disadvantage of quantitative research is the limited ability to probe answers. The data was collected using primary and secondary sources. Primary sources include questionnaires and classroom observation whereas secondary data includes past research, journal articles, books, and online websites.
According to Creswell (2013), the use of questionnaires is the most common and effective form of data collection technique for quantitative research. When analyzing and interpreting the received data, the strengths and weaknesses of questionnaires need to be considered. Questionnaires are practical as they are specifically directed towards the target population and allow scientific comparison and contrast between previous research studies (Oppenheim, 2000). It also allows data to be collected at a fast pace, allowing quick analysis and conclusions to be drawn. However, questionnaires may be an inadequate means of measuring certain factors like emotions, hence reducing validity (Blumberg et al, 2008). The use of questionnaires as a mode of collecting data may induce potential response bias, due to the range of tendencies of participants to falsely answer the questions (Oppenheim, 2000).
A total of 50 questionnaires were given out to Year 2 and Year 5 in the classroom and through email, to find out what kind of games have the most impact and how will they be integrated into teaching and learning. The questions included types of games that will motivate students to learn more and boost their educational skills. The questionnaire will include demographic questions such as age groups and gender. The results will help the teachers design the games and come up with gamification approaches so that students are more focused, engaged, and able to learn effectively.
Classroom observation was carried out in year 2 and year 5 classes. Gamification methodology was used, aiming to motivate and change student’s behavior towards learning. Activities were created with more than one way to be solved. For example, the use of Minecraft: Education edition. Students were instructed to create a story through Minecraft experience as well as use Minecraft features to teach maths lessons on shape, volume, area, and more. Another example is the use of Kahoot in both classes. Kahoot allows teachers to create multiple-choice quizzes and allows students to use their devices for learning objectives, entering their answers before the timer ends. Kahoot is one of the straightforward examples of applying game mechanisms to learning and motivating students in the classroom. Along with the examples mentioned above, there were some rewards, points, levels, and achievement badges, enabling students to stay focused and strive to earn more points.
Findings and Discussions
The questionnaires you filled in – make it look like students will enjoy the game-based learning. It will help them to focus in the class. For example, If you use 1 hour game of e-based learning, every once or twice a week, they will look forward to their learning, you will carry on using Kahoot and Minecraft: education edition in the classroom, along with other gamification approaches.
Your findings should mainly be positive such as students will enjoy the learning, you will give them rewards, expand expand expand. Read the MOD 7002 assignment guidance for help on this section, please.
Conclusion
Game-based approaches are a solid part of learning and a very strong tool and should be understood and used properly.
Get good points from each section and repeat them here in our own words, please. Repeat the findings, pros and cons of the study, and write down the recommendations for further work.
References
- Alaswad, Z., and Nadolny, L. (2015) ‘Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning.’ Journal of Educational Technology Systems 43 (4): 389-402. doi:10.11770047239515588164.
- Aleven, V., Koedinger, K., Corbett. A., and Perfetti, C. (2015), ‘The knowledge-learning-instruction framework: Helping to bring science into practice’, Research on learning and instruction, Cyprus. Boyle, S. (2011) ‘An introduction to Games based learning’, [Online]. Available at: Microsoft Word – final_introduction to Game-based learning.doc (ucd. ie) (Accessed 9 March 2021)
- Arnab, S., Theodore, L., Maira, B., Francesco, B., Sara, F., and Gloria., (2015) ‘Mapping Learning and Game Mechanics for Games Analysis.’ British Journal of Educational Technology 46 (2): 391-411. doi:10.1111bjet.12113.
- Aslan, S., and Balci, O., (2015) ‘Gamed: Digital Educational Game Development Methodology.’ Simulation 91 (4): 307-19. doi:10.11770037549715572673.
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