Please watch this video highlighting the relevance of recreational games to educational digital games.
The video also proposes a multi-disciplinary science and math game, applying research findings, including concerns relating to gender, technology, and science.
The video also proposes a multi-disciplinary science and math game, applying research findings, including concerns relating to gender, technology, and science.
If you would like more information, please go to "Why Adventure Girls?".
REFERENCES
Barton, A. C., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1). doi: 10.3102/0002831207308641
Girls adapt the science classroom to meet their needs. A science classroom must also address social learning and the workings of a science community. Based on this research, I decided that “Jaya’s” physics environment would also include the opportunity to “meet” and learn about famous physicists, their research, obstacles they faced (e.g. Marie Curie and discrimination as a woman in science, Einstein in school), and how they overcame them.
Charles, D., Charles, T., McNeil, M., Bustard, D., Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4). doi: 10.1111/j. 146 7-8 53 5.2010.01068.x
Video games are reinforcing and include a cycle of goal, activity, and response. Engaging game structures use the same principles as effective teaching and learning. To paraphrase: design educational games like recreational games.
Hillman, M., & Marshal, J. (2009). Evaluation of digital media for emergent
literacy. Computers in the Schools, 26(4). doi: 10.1080/07380560903360186
Children’s software should also address “digital literacy” and social learning. This paper suggests that children’s software should promote engaging interactivity as well as model respectful behavior and the importance of a global community.
Mayo, M. J., (2007). Games for science and engineering education. Communications of the ACM. 50(7). Retrieved from http://0-cacm.acm.org.skyline.ucdenver.edu/magazines/2007/7/5613-games-for-science-and-engineering-education/fulltext#PageTop
This article outlines 6 effective learning paradigms utilized in designing recreational games: experiential learning, inquiry-based learning, self-efficacy, goal setting, cooperation, and continuous feedback. These paradigms were paraphrased at the beginning of my video, and would be used throughout my girls’ math and science game.
Pintér. (2011) Creating games from mathematical problems. PRIMUS, 21(1). doi: 10.1080/10511970902889919
Games can become an important tool for teaching math through interactivity and cooperative learning. This paper also outlines the possibility of scaffolding mathematical games to engage math students from elementary school age through college-age. I expanded on Pintér’s findings to create “Andrea’s” mathematical obstacles (optimize a fence and build with limited materials).
Reynolds, R., & Caperton, I. H. (2011). Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning. Education Technology Research Development, 59. doi: 10.1007/s11423-011-9191-8
Squire, K., & Jenkins, H. (2003). Harnessing the power of games in education. InSight, 3(5).
Barton, A. C., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1). doi: 10.3102/0002831207308641
Girls adapt the science classroom to meet their needs. A science classroom must also address social learning and the workings of a science community. Based on this research, I decided that “Jaya’s” physics environment would also include the opportunity to “meet” and learn about famous physicists, their research, obstacles they faced (e.g. Marie Curie and discrimination as a woman in science, Einstein in school), and how they overcame them.
Charles, D., Charles, T., McNeil, M., Bustard, D., Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4). doi: 10.1111/j. 146 7-8 53 5.2010.01068.x
Video games are reinforcing and include a cycle of goal, activity, and response. Engaging game structures use the same principles as effective teaching and learning. To paraphrase: design educational games like recreational games.
Hillman, M., & Marshal, J. (2009). Evaluation of digital media for emergent
literacy. Computers in the Schools, 26(4). doi: 10.1080/07380560903360186
Children’s software should also address “digital literacy” and social learning. This paper suggests that children’s software should promote engaging interactivity as well as model respectful behavior and the importance of a global community.
Mayo, M. J., (2007). Games for science and engineering education. Communications of the ACM. 50(7). Retrieved from http://0-cacm.acm.org.skyline.ucdenver.edu/magazines/2007/7/5613-games-for-science-and-engineering-education/fulltext#PageTop
This article outlines 6 effective learning paradigms utilized in designing recreational games: experiential learning, inquiry-based learning, self-efficacy, goal setting, cooperation, and continuous feedback. These paradigms were paraphrased at the beginning of my video, and would be used throughout my girls’ math and science game.
Pintér. (2011) Creating games from mathematical problems. PRIMUS, 21(1). doi: 10.1080/10511970902889919
Games can become an important tool for teaching math through interactivity and cooperative learning. This paper also outlines the possibility of scaffolding mathematical games to engage math students from elementary school age through college-age. I expanded on Pintér’s findings to create “Andrea’s” mathematical obstacles (optimize a fence and build with limited materials).
Reynolds, R., & Caperton, I. H. (2011). Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning. Education Technology Research Development, 59. doi: 10.1007/s11423-011-9191-8
Squire, K., & Jenkins, H. (2003). Harnessing the power of games in education. InSight, 3(5).
Miako, Digital Literacy, & Ideas/Application
Original art by Katie Smith
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