Natalia Sinitskaya Ronda Institute for Research on Learning Technologies, York University ABEL Summer Institute August 18-20 2008.

Natalia Sinitskaya RondaInstitute for Research on Learning Technologies, York University ABEL Summer InstituteAugust 18-20 2008

A case-study involving 2 classes of Grade 6 students

Advanced gaming environments in developing student literacy Interactive Flash-

based games Advanced

videoconferencing environment

French is the language of instruction

Popularity of gaming (Squire et al., 2005)

Learners increasingly more conversant with digital technologies (Prensky, 2006)

Redefinition of pen-and-paper literacy curricula (Lankshear and Knobel, 2006)

Developing digital metaliteracies (Lotherington, 2004) – skills of ‘reading’ digital environments

Computer gaming has many attributes of effective learning: immersion, context, practice (Gee, 2003)

Motivation and engagement: high resolution media, interaction, scaffolding, play (Mitchell & Savill-Smith, 2004; Squire et al., 2003)

Collaboration: competition, team-playing, group problem-solving (Kiili, 2007; Mitchell & Savill-Smith, 2004)

(1)How does intensive game development impact students’ literacy skills, both traditional and digital?

(2)What individual and social learning strategies do students employ when using the advanced learning environments?

(3)What pedagogies of game environment use have the teachers developed? What constitutes an effective literacy pedagogy of technology?

Phase 1 Game

development using SAVIE gameshells

Topics of students’ choosing

2 classes: 5/6 split (Class A), grade 6 (Class B)

Phase 2 Game play using

advanced videoconferencing environment, ENJEUX

1 class: 5/6 split (Class A)

Web-based game shells Developed by SAVIE French, English, Spanish 6 games: Tic Tac Toe,

Snakes and Ladders, Trivia, Mother Goose, Concentation, Parchesi

http://www.savie.qc.ca/carrefourjeux2/Accueil_content.asp

http://natasha.ronda.ca/trivia.htm

French literacy: Language-rich environment Encouraged content

development in French Mostly factual questions Class A: high quality of

questions; Class B – less grammatically and orthographically correct

Inconsistent use of French in interactions

Digital literacies: Varied levels of comfort

with technology Using a variety of Web

resources (French in Class A, English in Class B)

BabelFish online translator

Proficiencies in digital navigation

Using computers

Interactive gaming

Topic of interest Competitive

gaming

Self-selected vs. assigned partnerships

Collaborating within groups

Assigned roles Collaborating

across groups

Interactive gaming environment

One-on-one or team-against-team

Integrated video- and audio-streaming, live chat, and game play

Video- and audio-components encouraged language use

Different foci of interaction

Lack of inter-team communication

Game type affected the amount of interaction

Learning how to use sophisticated technologies

Taking charge Different

patterns of collaboration

Culminating activity

Technology as a motivator

Competitive playUsing technology

creatively

Web-based environments as effective tools for literacy development

Various digital literacies: navigating sophisticated web environments, taking control Critical literacy is important

Engagement New collaborative strategies Non-linear and flexible pedagogy of

computer use

Educational Game Central: http://www.savie.qc.ca/carrefourjeux2/Accueil_content.asp

ENJEUX-S: http://132.214.37.222/enjeuxgestion/home/connect.aspx

Institute for Research on Learning Technologies: http://www.yorku.ca/irlt/

Gee, J. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404.

Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, Berkshire: McGraw Hill/Open University Press.

Lotherington, H. (2004). Emergent metaliteracies: What the Xbox has to offer the EQAO. Linguistics and Education, 14(3-4), 305-319.

Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. Learning and Skills Development Agency. Retrieved May 4, 2005 from http://www.lsda.org.uk/files/PDF/1529.pdf

Prensky, M. (2006). Don’t bother me mom, I’m learning. St. Paul: Paragon House. Squire, K., Giovanetto, K., Devane, B., & Durga, S. (2005). From users to

designers: Building a self-organizing game-based learning environment. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 34-42.

Squire, K., Jenkins, H., Holland, W., Miller, H., O’Driscoll, A., Tan, K. P., & Todd, K. (2003). Design principles of next-generation digital gaming for education. Educational Technology, 33, 17-23.

Questions? Comments?

[email protected]