Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context

Barab, Sasha A.; Pettyjohn, Patrick; Gresalfi, Melissa; Volk, Charlene; Solomou, Maria

doi:10.1016/j.compedu.2011.08.001

Cited by 133 publications

(129 citation statements)

References 22 publications

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“…A randomassignment study found the intervention to be successful in improving students' conceptual understanding in mathematics (Booth et al, 2015). Comparison group and randomized controlled studies of innovative science curriculum units developed by RPPs have also shown promise for improving student learning on standardized tests (e.g., Geier et al, 2008) and researcher-designed measures (e.g., Barab et al, 2010;Penuel et al, in press). Other research has documented positive effects of interventions developed by partnerships on teaching and assessment practice (e.g., Yarnall et al, 2006) and on curriculum implementation (e.g., Fishman et al, 2003).…”

Section: What Are Rpps?mentioning

confidence: 99%

“…Research on the efficacy of interventions developed by RPPs in education also has, by and large, found promising impacts on student learning (e.g., Barab, Gresalfi, & Ingram-Goble, 2010;Booth et al, 2015;Fishman, Marx, Best, & Tal, 2003;Geier et al, 2008;Penuel et al, in press;Snow, Lawrence, & White, 2009;Yarnall, Shechtman, & Penuel, 2006). For example, Word Generation, an intervention developed as part of SERP that targets middle school students' academic language, has strong evidence of efficacy from a randomized controlled trial (Snow et al, 2009).…”

Section: What Are Rpps?mentioning

confidence: 99%

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Research–Practice Partnerships in Education

Coburn

Penuel

2016

Educational Researcher

591

347

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Policymakers, funders, and researchers today view research-practice partnerships (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are few. This article provides a review of available evidence of the outcomes and dynamics of RPPs in education and related fields. It then outlines a research agenda for the study of RPPs that can guide funders' investments and help developing partnerships succeed.

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Section: What Are Rpps?mentioning

confidence: 99%

Section: What Are Rpps?mentioning

confidence: 99%

Research–Practice Partnerships in Education

Coburn

Penuel

2016

Educational Researcher

591

347

View full text Add to dashboard Cite

show abstract

“…Continuing opportunities for student improvement, huge quantities of feedbacks, tasks too difficult for any one individual to solve alone, and environments that change in response to learners' actions may be offered by well-conceived educational games [20]. We can found in literature and in practice quite a lot of attempts for introducing gamification into b-learning and elearning ( [21], [22]), however research about this is still in its early stages [23].…”

Section: Gamification In Education and E-learningmentioning

confidence: 99%

Data Analysis and Learning Analytics for Measure Effects of Gamification in a Math Online Project

Soares¹,

Babo²,

Azevedo³

et al. 2017

INTED Proceedings

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Nowadays the use of the information and communication technologies (ICT) is more and more common in the learning and teaching process. Modern forms of education have risen and these require the implementation of new learning paradigms: situated cognition, student-centred learning, distributed cognition, constructivism, and communities of practice, among others. However there is an important problem that concerns educators, the lack of student motivation and engagement in education, especially in the e-learning environment (Online Education, Online Courses), where the motivation and the active role of students are definitely the key. Therefore, the interest of researchers in the subject of gamification, which main pillars are motivation, progressiveness and instant feedback, has increased. Furthermore, influence of gamification, depending on utilized components (challenge, curiosity, competion, recognition, etc) may have different effects on students. Thus, there is a need of deeper understanding of dependencies between engagement and implemented gamification elements. The goal of such analysis could be personalization of an e-learning system based on a model that enables management of gamification process individually for every student.The purpose of this paper is to investigate how gamification affects a Mathematics Online Course that is using this model as a pedagogical strategy. It relates such strategy with active learning practices and discusses its effectiveness, investigating how gamification can motivate students to participate more deeply and even to change their self-concept as learners. Moreover, the learning analytics and data analysis shows that implementation of the gamification components contributes to the engagement of students in an e-learning environment, having a positive impact on the final grade.

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“…Salen Tekinbas, 2014;Squire, 2010;Williams-Pierce, 2016). Digital game play has been found to support a range of learning practices and outcomes as afforded by ICT, from inquiry and motivation to assessment and achievement (Barab, Gresalfi, & Ingram-Goble, 2010;Fishman, Riconscente, Snider, Tsai, & Plass, 2014;Wouters & Oostendorp, 2013;Young et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Playful Partnerships for Game-based Learning in International Contexts

Kalir¹,

Fahy²,

Kupperman³

et al. 2018

Preprint

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This chapter examines the playful design and enactment of games for learning, and details generative and provocative attributes of playful multistakeholder partnerships for information and communications technologysupported game-based learning in international contexts. Drawing upon the experiences of two educational technology research and development groups, the chapter first identifies four design principles that have guided various global -and playful -game-based learning partnerships in Jamaica, Oman, South Africa, and Switzerland. Such international partnerships were designed as opportunities to co-construct game-based learning by articulating the permitted, establishing collaborative presence, attending carefully to trust, and fostering third space. The second half of this chapter features a case study of ICT-supported game-based learning in Oman, and describes different ways in which a playful multistakeholder partnership can be enacted in a cross-cultural setting. The subject of this case study is Place Out of Time (POOT), a trans-historical simulation of a trial in which students play guests who come from a range of places and time throughout history to discuss some of the great issues of humankind, and to bring the wisdom of history to a modern-day problem. Utilizing narrative methods, four vignettes from playing POOT in Oman are presented that convey the complex, and sometimes contradictory characteristics of playful partnerships for game-based learning in a developing region. The chapter concludes by arguing for a more critical playfulness in game-based learning that can support all partners and players in confronting biases, celebrating difference, and creatively addressing local and global needs. This chapter examines the playful design and enactment of games for learning, and details generative and provocative attributes of playful multistakeholder partnerships for information and communications technologysupported game-based learning in international contexts. Drawing upon the experiences of two educational technology research and design groups, the chapter first identifies four design principles that have guided various global -and playful -game-based learning partnerships in Jamaica, Oman, South Africa, and Switzerland. Such international partnerships were designed as opportunities to co-construct game-based learning by articulating the permitted, establishing collaborative presence, attending carefully to trust, and fostering third space. The second half of this chapter features a case study of ICT-supported game-based learning in Oman, and describes different ways in which a playful multistakeholder partnership can be enacted in a cross-cultural setting. The subject of this case study is Place Out Of Time (POOT), a trans-historical simulation of a trial in which students play guests who come from a range of places and time throughout history to discuss some of the great issues of humankind, and to bring the wisdom of history to a modern-day problem. Utilizing narrative methods, fou...

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Game-based curriculum and transformational play: Designing to meaningfully positioning person, content, and context

Cited by 133 publications

References 22 publications

Research–Practice Partnerships in Education

Research–Practice Partnerships in Education

Data Analysis and Learning Analytics for Measure Effects of Gamification in a Math Online Project

Playful Partnerships for Game-based Learning in International Contexts

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