Module 5: Webliography

Simulations and Games in e-Learning

Ruth Clark and Richard Mayer make an excellent team combining backgrounds of learning research with multimedia research and have developed a bit of research on their areas of expertise. It is from their book, E Learning and the Science of Instruction’s fifteenth chapter that provides the background for this discussion on the use of simulations and games within an online learning environment.  Clark and Mayer (2008) preface their discussion by stating that there is more that we do not know about simulations and games than we do know; however, there are certain conclusions that can be drawn based on related application of skills and methods. They continue by defining games as (1) a competitive activity with a challenge to achieve a goal;(2) a set of rules and constraints; (3) a specific context. Simulations are defined as real world working model environments.  We begin with some questions, will games and simulations replace step-by-step learning and books? What is the evidence that such a thing might happen?

Summary

 The topic begins with an argument that younger learners or, digital natives, will benefit from online coursework designed to be game-like.  Issenburg, McGaghie, Petrusa, Gordon, and Scalese (2005) report that research studies on nearly 400 medical real-world simulation exercises were published in a four year period. Add to that the 2006 Learning Guild conference included over 12% of the presentations were game based.  Compare that to the 2011 conference where gaming presentations earned their own non-exhaustive category. Proponents site the popularity of games not only as an indication of pastime activity but also how the digital natives’ brains are programmed to work with information in a way Prensky (2001) described as twitch speed processing. Prinsky continues with two other points. He adds that digital natives thrive in high learner control, and in highly visual environments.

A second question is offered asking whether or not games and simulations teach.  This is where the strength of Clarke and Mayer shines. They report on a literature review of Gosen and Washbush (2004) that of 155 studies reviewed, not one met the criteria for sound research to make any sound conclusions.  They cite three more literature reviews with similar results.  What they found in support of game style learning is:

• The activity’s goals, feedback, and interfaces in simulation play must align with instructional outcomes.

•Instructional objectives must be integrated into game storyline so that learning is essential to progress

•Guidance, structure and focused goals are critical- no discovery learning

•Promote reflection on correct answers

•Manage the complexity – simple to complex with easy interface control and fading (total example to on your own) techniques provide stepped challenge.

There is still quite a bit not known about games and learning – cost/benefit, who prefers games, effective interfaces and how much interactivity are a few unknowns.

To answer the questions, it is determined that if a child is raised on games, it does not equate to more effective learning.  Can students learn with games? The answer is that if games can be designed with known effective methods it is certainly possible.

Reflection

            

The thirty-two-page reading was interesting as it provided more questions than answers. The reader familiar with other chapters in the text understands the media principles and cognitive load principles that would also apply to games and simulations as with any media. The first question, about replacing books does not seem to be answered directly but on a more assumption that it would be difficult to establish all objectives in game activities within a course and thus, the need for reading would still be necessary.  In the chapter it is mentioned that about 62% of all gamers are male and the average age is thirty-three with 25% over fifty! I am not sure that taking a format like gaming, which is an entertainment activity, can be used to teach objective skills and still be motivating. There may be a few possibilities but not in a widespread manner.

           

Naturally it is exciting to think of gaming your way through college or a course but it seems too unrealistic.  Perhaps an activity or two would be great. The process of learning has merit that may not be able to be duplicated in a game.  While I may be able to fly to the library in second life, I still need to be able to know how to access it through LU’s website! It sounds like a lot of extra work to me! 

Clark, R. & Mayer, R. (2008). E-Learning and the Science of Instruction (2^nd ed.). John Wiley & Sons: Pfeiffer.

Gosen, J., Washbush, J. (2004). A review of scholarship on assessing experiential learning material. Simulation and Gaming, 35(2), 270-293.

Issenberg, S., McGaghie, C., Petrusa, E., Gordon, D. & Scalese, R. (2005). Features and uses of high fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10-29.

Module 4: Assessment

The evolution of mobile and online education has revolutionized and introduced challenges for assessment.  What are those revolutions? What are the challenges? What is current online and mobile assessment methods being used and what is their effectiveness?

     Mobile technology use in education is certainly a topic of interest as I learned this week. It started with an ISTE blog on the topic, how can we be innovative if everything has to be research-based? I got caught up in a debate with several people regarding using new technologies that the old guard as they called it, was hampering the use of mobile tech.  The majority were blaming the need for research stating that it was useless to spend time trying to find out, people knew it already worked, etc.- all of this while initially beginning the search on mobile technology and assessment!

     Few articles were found that specifically dealt with mobile technologies. Even articles as recent as 2005/6 focused on technologies like Palm pilots rather than the current idea of using iPads, cellular phones, slates or interactive pens; however, there were articles that provided a great overview of recent technologies in learning environments. The mobile revolution in learning centers around the ability to learn anywhere. That includes distance learning and virtual environments, interactive technologies that may be used online such as interactive pens, video conferencing, etc. These technologies have reached a point that now people can benefit from learning without having to travel to a school site for every class session. A major challenge is that students actually spend time with the content and are assessed effectively. Brown (2006) describes several types of turnkey learning assessment systems where students use mobile units to work and respond to questions focusing primarily on the benefits of immediate feedback and efficiency during testing. The systems described are primarily for face-to-face environments. 

     Anghel and Salomie (2003) describe a complex assessment system called JADE to be used in an eLearning environment focusing on the virtual learning environment (VLE) assessment and site communication issues, security issues, evaluation types, student answer analysis and grading as challenges to virtual learning assessment. They also describe the future use of mobile phones as part of the learning process and expansion of wireless agent systems. The focused assessment model describes questions of limited type. That would likely refer to multiple-choice questions.  McGuire (2005) describes the need for considering various types of assessment in online courses using both synchronous and asynchronous methods. She outlines the use of portfolios showcasing work and the use of annotation tools to create a work trail. Similarly, Fisher and Baird (2006) describe a dynamic and varied activity set to assess students rather than answering test questions in courses and working with mobile technologies to research, message and work together while learning. 

     Considering the articles found there is a great deal of discussion regarding the need for assessment in online courses that takes a different approach than a formal test format. The varied structure of synchronous and asynchronous activity not only sets the framework for dynamic learning activities but also provides evidence as to who is completing assignments.  The JADE program seemed to have merit but it seems to be more a process of learning in an online environment rather than how assessment should be done. The latter articles confirm one another on the use of various types of assessment building to a portfolio or showcase of work completed by students as a more accurate sampling of objective mastery. The articles mentioning alternative assessment mention the need for more such assessment. That would certainly infer that currently much of what is currently available online is more formal or traditional testing in virtual learning. The perception is that such testing is less effective even though it is more prevalent. It seems that it all depends on the purpose of the testing – to report a comprehensive evaluation or to be used as a review or learning activity. 

Brown, J. (2006, August). WORKING SMARTER NOT HARDER. T.H.E. Journal, 33(13), 32-34,36. doi: 1123828911

Fisher, M., & Baird, D. E. (2006). Making mLearning Work: Utilizing Mobile Technology for Active Exploration, Collaboration, Assessment, and Reflection in Higher Education. Journal Of Educational Technology Systems, 35(1), 3-30. 

McGuire, L. (2005). Assessment using new technology. Innovations in Education and Teaching International, 42(3), 265-276.  doi: 1157106301

Module 2: Theory of Design