Digital Game Intervention

MAYSAN NATIONAL HIGH SCHOOL
Digital Game Intervention

Teacher-Made Computer Game
Mr. Dennis E. Cabais [Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.]
[Year]
I.
The Problem and its Background
Introduction There is a widely held view that games software is capable of developing a degree of user engagement which could be usefully harnessed in an educational context. Digital games are increasingly subject to serious study within the disciplines of psychology, education, computer-science and sociology all in the name of learning. This action research comes from the multidisciplinary perspective of the learning mathematics, but incorporates one more perspective: that of the game development community itself. Developing digital games has been the authors favorite area in Information Technology as well as a life-long interest and passion. This broad base has been applied to all the research in this research in the hope of providing a new contribution to the field of Mathematics especially in Public National High Schools. Given emerging research on how digital games and associated pedagogies work in designed settings, it seems the important question is not can games be used to support learning, but how. The explosion of games and educational game research initiatives, conferences, books, and software, suggests that computer and video games will have some part in education, just as every other media before them have been used for learning. However, the history of educational technology also suggests that media which does not fit with the social organization of schooling may be abandoned. Thus, research is needed to help us build better game-based assessment while reciprocally investigating our assumptions about the social organization of schooling, if games do indeed embody principles of how students learn because it does really motivates.
Dennis E. Cabais
Maysan National High School
[Year]
Background of the Research With the idea in mind that the good result of any learning activities come from both the teacher and the learner s effort, and the existing rapport between the two entities. The researcher conduct an action research on the development of a simple game with an end in view that the learners is motivated to learn new task/skill/ or topic unless they are motivated by the teacher through the digital game. Thus, setting aside the traditional way of influencing them to dive on the new topic instead, bringing them a new way of digital motivation through teacher created computer games. Significance of the Problem It is a reality that the students are surrounded with many different attention catchers that brought them far to the interest in learning mathematics and other sciences. So many assignments, complicated problems, long formulas, or to others it was a teacher factor that the students can not pursue the success in learning mathematics. The Maysan National High School (MNHS) is one of the public high schools of Valenzuela city, with the competent teachers offering a high standard in teaching its students, and once rank on the National Achievement Test. But for five years, to the researchers knowledge since he was stationed as a permanent teacher, the school was regarded as nonperforming school as far as the NAT result is concern. For its philosophy, the institution
upholds the dignity of promoting mathematics and sciences in the light of the reason illuminated by faith.
Dennis E. Cabais
[Year]
There are factors already identified, some solutions were implemented, sad to say that the blame would still be pointed to the teacher as it was mentioned for some reasons that there is a big factor influencing the good result of the learning experiences of the students, that would bring a high result in the National Achievement Test. The major aims of this action research have been to develop and evaluate a new theory for the effective integration of digital games and learning content. This has challenged the established motivational-perspective on effective integration with one based on game mechanics. It suggests that learning content is better integrated with a game when it is embodied within the rule-systems that make the learning experience fun, rather than boring as usual. The empirical work of this action research is based around the creation of an educational digital game as: 1. a higher level of motivational appeal and 2. improved learning outcomes, over extrinsic equivalents.
Hypothesis Educational digital games may provide motivational benefits that create a greater level of engagement, and a deeper connection with the learning content. They also suggest that intrinsic learning content may transfer less effectively to test situations and that the games flow experience may impede reflection. Study one was only designed to measure overall learning outcomes with limited potential for examining the basis of these hypotheses: motivation, deep learning, transfer and reflection. Changes were therefore made to the software and methodology to try and provide the potential for examining these areas in more depth.
Dennis E. Cabais
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Assumptions The following assumptions were formulated by the researcher for this action research: 1. The teachers with enough training on ICT, and game development will lead to high efficiency on teaching difficult subjects such as math and science. 2. Games cant change the teacher nor improve the result of NAT but it motivates the students to enjoy, learn, reflect on the day-to-day classroom experiences.
II.
Research Methodology This portion presents a description of the method of action research used,
procedures followed, respondents of the study, treatment of the data and procedures steps utilized in the research. Methods Used The researcher created a simple computer game using the software Game Maker, the game was used as a motivation at the concluded Math High-Tech Ang Teacher Ko a contest for demonstration teaching. On his presentation Mr. Rogelio Reynante a Master Teacher I, utilized the game as motivation in his lesson on Variations. Likewise, the researcher also as of the demo teacher used the game in his lesson with the IV-C, and the topic was Exponential Functions. The game was based on the favorite anime character as the hero who will move to the right answers controlled by the student as player. The study used the pretest-postest group design. The group was given a five Item review problems about the past lesson, and a 10-item achievement test at the end of the session.
Dennis E. Cabais
[Year]
During pretest, all questions were presented the old traditional way of paper and pen testing. This gave the students enough time to answer all the problems. On the posttest period using the same level of difficulties and revision of the questions, the problem was presented using a game. It was evidently shown that the level of motivation of the students were high, giving them same time allotment as the pretest, but they finished the test as early as it was expected. The result was then studied, comparing the result of the two tests. The researcher also interviewed students on their comments regarding the computer games presented to the class. Sample The respondents were the sections II-B and IV-C. There were 70 students assigned and asked to use the computer game and two teachers utilized the computer game for this research. Instrumentation / Materials and Equipment Facilities: The game was built using the software Game Maker, compiled and installed at the computers in the schools IT Laboratory. There are 50 computers enough to accommodate the whole class. The tests and interventions were both carried out within the schools ICT laboratory. The suite contained fifty, relatively new PCs running Windows XP with accelerated 3D graphics support, and audio output through stereo headphones. A laptop and LCD Projector were also provided to make up the screen for the whole class size for game demonstration. Each machine ran the studys software via its own fixed-disk.
Dennis E. Cabais
[Year]
Test Materials: The paper and pencil test consisted of 10 multiple choice questions with four options in each case (generally 1 correct + 3 distractors). This portion of the test was identical for both pre and post-tests on its level of difficulty. It was decided that the best way to address the shortcomings of the paper and pencil testing system was to create a computer-based equivalent. Principally this was because a computer-based system could administer a larger potential number of questions for the same time period.
Game Mechanics Each Level contains one problem to be solved by the player, using the arrow keys the player will control the character to navigate, walk and jump to the right answer. If the player selected the wrong answer, the game will restart to the same level. He will then move to the new level if the correct answer is hit.
Dennis E. Cabais
[Year]
Figure 1 Screenshot of the Game Level III. Analysis and Interpretation of Data The results section for this study is divided into three sub-sections based around the different data sources available. The first section uses the pre and post-test results to examine the impact of the game on overall learning outcomes. The second section reports the level of motivation observed during the test period. The results from the outcome and process data are compared in the third section as an indication of transfer between the game and tests. Pretest and Pos-test Result For II-B, the pretest mean scores in the achievement test was 3.34. In the posttest however, the mean score was 5.74. The computed mean gain is 2.40. For IV-C, the pretest mean score was 3.94 while in the posttest however was 6.09. This indicates that the end of the research, the use of computer games as strategic intervention and motivation had significantly increased the ability scores of the students. The mean gain is 2.14.
Dennis E. Cabais
[Year]
The data from the observations reveal that students have positive attitude as indicated by their enthusiasm and activeness in their activity. And when they were asked if they want to play another computer games for the next math lesson, most of them agreed. Level of Motivation It is commonly surmised that a person is intrinsically motivated to perform an activity when he receives no apparent rewards except the activity itself. The self-motivation of game players is certainly apparent, and the concept of flow that provides the most striking example of the engagement power of digital games. Being in the zone is a common experience for gamers, and one that could potentially provide a significant force for learning if it could be effectively applied to digital learning games. Also learning at a new setting since they were at the computer laboratory, students showed more interest to participate in class.
Learning Process Deep learning has also been linked to assessment, so the conceptual questions included in the pre and post-tests could be seen as a potential measure of deep learning as well. Deep learning has been linked to intrinsic motivation and consequently formed part of our hypothesis for the benefit of intrinsic games Learning Outcome Each time the correct answer is hit a message box will flash a feedback. The positive role that feedback can play in learning has deep founded roots. However, although there is a consensus on the instructional benefits of providing feedback to support self-moderated learning,
Dennis E. Cabais
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feedback may offer longer-term cognitive benefits to learning by helping learners to moderate their own learning processes over time. IV. Summary of Findings, Conclusions and Recommendations
Findings There is high level of motivation that results to high performance of the students when taking the test. Learning experience turn to become meaningful and fun as the researcher observed. The level of mastery also increased as a positive result that the use of computer games is effective for learning mathematics. It also proven that computer games can be a great tool if used properly, to the need of the content of the subject and the need of the students. Conclusion In view of the result of this research, it is suggested that the use of computer game especially made by the teachers themselves be adapted to the needs and interests of the students not only for better learning of specific concepts but also for improving the mastery level in the whole course. The development process of gaming is laden with math and science concepts, offering many possibilities for technology integration.
Dennis E. Cabais
[Year]
Recommendations In the light of the significant findings of the research, the researcher offers the following recommendations: 1. Mathematics teacher with a little training on game development can improve the result of the assessment and achievement test. 2. Department of Education may choose to teach game development to teachers a process requiring collaboration of a team and coordination of multiple resources. The unit could focus primarily on the mathematics and science teachers. As with any computer programming activity, the lessons could emphasize the importance of reading and writing clearly defined instructions and code. 3. Game Maker is an ideal tool for teaching. As a game is developed in Game Maker, a trial version can be downloaded freely from the internet. 4. Use of computer games will potentially increase the level of mastery provided the game is tailored for the need of the students.
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Dennis E. Cabais
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Plan of Actions The researcher plans to deliver learning material through the parts of the game that are the most fun to play, riding on the back of the flow experience produced by the game, and not interrupting or diminishing its impact. Embody the learning material within the structure of the gaming world and the students interactions with it, providing an external representation of the learning content explored through the games core mechanics. The researcher suggested that this approach could provide motivational benefits, which create a greater level of engagement and a deeper connection with the learning content. Here are some guidelines that the researchers tried to apply: 1. Keep the learning material separate from the parts of the game that are the
most fun to play, avoiding the distraction of the flow experience produced by game. 2. Separate the learning material from the structure of the gaming world,
providing a direct mapping of the learning content that must be completed in order to proceed with the gameplay.
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Dennis E. Cabais
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References Becta (2001). Computer Games in Education project. At www.becta.org.uk/research/research.cfm?section=1&id=2826 Becta (2002). What is the educational value of computer and video games? ICT Advice Sheet. At www.ictadvice.org.uk/index.php?section=tl&catcode=as_cr_02&country=eng&ri d=1804 Clark D (2003). Computer games in education and training. Presentation at LSDA seminarLearning by playing: can computer games and simulations support teaching and learning for post-16 learners in formal, workplace and informal learning contexts? 20 November 2003, London. Slides at www.bbk.ac.uk/ccs/elearn/events.html, Fabricatore C (2000). Learning and videogames: an unexploited synergy. At www.learndev.org/dl/FabricatoreAECT2000.pdf Kirriemuir J (2002). The relevance of video games and gaming consoles to the higher and further education learning experience. April 2002. Techwatch Report TSW 02.01. At www.jisc.ac.uk/index.cfm?name=techwatch_report_0201
Website: www.yoyogames.com
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Dennis E. Cabais
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II - B Mr. Dennis Cabais Student No. Pretest 1 1 1 2 1 3 2 4 2 5 2 6 2 7 2 8 2 9 2 10 2 11 2 12 3 13 3 14 3 15 3 16 3 17 3 18 3 19 4 20 4 21 4 22 4 23 4 24 4 25 5 26 5 27 5 28 5 29 5 30 5 31 5 32 5 33 5 34 6 35 Total Mean Mean Gain 117 3.34
Posttest 3 3 3 3 3 4 4 4 4 5 5 5 5 5 5 6 6 6 6 6 6 6 7 7 7 7 7 7 8 8 8 8 8 8 8 201 5.74 2.40
IV - C Mr. R. Reynante Student No. Pretest 2 1 2 2 2 3 2 4 2 5 2 6 2 7 3 8 3 9 3 10 3 11 3 12 3 13 3 14 4 15 4 16 4 17 4 18 4 19 4 20 4 21 4 22 5 23 5 24 5 25 5 26 5 27 5 28 5 29 6 30 6 31 6 32 6 33 6 34 6 35 Total Mean Mean Gain 138 3.94
Posttest 3 3 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 7 7 7 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 213 6.09 2.14
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Dennis E. Cabais
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Dennis E. Cabais

Digital Game Intervention

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MAYSAN NATIONAL HIGH SCHOOL