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They're Fun, But Are They Sustainable? Assessing Games-Based Learning in Instruction

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Katelyn Angell

on 5 March 2015

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Transcript of They're Fun, But Are They Sustainable? Assessing Games-Based Learning in Instruction

They're Fun, But Are They Sustainable?
Assessing Games-Based Learning in Library Instruction

Methodology
Population: 86 students in ENG 16

Experimental group: students in classes using games
Control group: students in classes without games

Hypothesis: students in experimental group will demonstrate better learning outcomes

Data collected via six-item pre- and post-test assessment tool

Analyzed data with paired samples t-tests
The Results
Significant difference between pre- and post-test scores in exp. group (p=.004)

Shows student performance improved markedly on post-test

No significance found between pre- and post-test scores in control group (p=.615)

Results suggest incorporation of games into library instruction can improve knowledge retention

Hypothesis confirmed
Experimental Group Class Outline
Overview of class content (5 min.)

Pre-test (5 min.)

Presentation on keyword development (10 min.)

Students play keyword game (15 min.)

Demonstrate 2 databases (15 min.)

Students complete activity (25 min.)
The Project's Origination
Considering incorporating GBL into instruction

Review of the literature and GBL activities

No answers to the real question at hand:

Is there evidence that playing games enhances student learning in academic library instruction?
Limits and Conclusions
Limits
Each instructor was assigned to only teach in one condition
Time could have accounted for improved post-test scores
Researchers did not create games

Conclusions
Preliminary evidence supports inclusion of computer games into information literacy pedagogy
Findings warrant additional empirical research on the effect games have on student learning
Longitudinal analysis
Playing individually vs. in groups
Library Instruction at LIU Brooklyn
Well-embedded at freshmen level: 1300 students/year

Instructional opportunities:
1 session in Orientation Seminar
2 sessions in English Composition (ENG 16)
2 sessions in Core Seminar

Identified ENG 16 as ideal place to implement GBL
Games-Based Learning (GBL)
Increasingly popular in public & academic settings

Digital, non-digital, and hybrid approaches

Key characteristics: competition, challenges, and active participation
The Games
Citation Tic Tac Toe (JMU)
Questions, Thoughts
Kate Angell
katelyn.angell@liu.edu

Eamon Tewell
eamon.tewell@liu.edu
twitter: @eamontewell
Katelyn Angell and Eamon Tewell, Long Island University Brooklyn
Doing Research: Keywords (UIC)
Full transcript