[Listen and learn : Panel]
Digital tote resources
Purpose & objective
Education and infrastructure Challenge: By immersing them in content and concepts as active participants, games are changing children’s perspective of themselves as learners. They require students to see failure as learning and to leverage game rules vs. their own goals. They force them engage in model-based thinking, value collaboration, theory crafting, and collective intelligence -- and favor exploration, lateral thinking, and testing limits over routinized thinking, making effort and not luck as the basis of success. This panel will look through the lenses of four of the world’s experts on games and learning what’s working, what’s next approaches for reaching learners through games.
USA Today’s Greg Toppo, author of The Game Believes in You
Show how students as “gamers” can proactively contribute to teaching, learning, curriculum and classroom building -- and get teachers to think as designers
Explore the massive social interest driven systems of teaching, learning, modding and interaction built around games outside of school help reform classrooms.
Evidence of success:
Specifically regarding iCivics, which teaches civic education through video games:
•The average 8th grader spends 5-6 hours per week on homework. Conversely the average 8th grade girl spends 12 hours playing games, while the average boy spends 24 hours.
•iCivics games have proven engaging. Its website averages almost 2.5 million visitors per month during months when school is in session with a total of nearly 30 million meaningful gameplays of more than 5 minutes.The average time on gaming is 6 min 19 seconds.
•iCivics has published 21 digital educational resources including video games and more than 150 lesson plans, offering the most comprehensive, free standards-aligned civics curriculum available on the internet.
•iCivics currently reaches students in zip codes within nearly 85% of the U.S. population—from New York City to the remote islands of Alaska—serving all socioeconomic backgrounds. 45% of our registered educators work in disadvantaged schools.
•In 2011 Baylor University study showed students has a 19% in test scores after playing the game for at least one hour per week for six weeks. Younger students nearly doubled their scores.
•Separate independent studies by SRI International in 2013 and Tufts University in 2012 both showed that iCivics’ Drafting Board helped drastically improve students’ ability to form arguments.
•A 2010 Arizona State University study showed that students playing iCivics’ Branches of Power game had a 20% improvement in student knowledge between pretest and posttest results.
Introduction by USA Today’s Greg Toppo, author of The Game Belongs in You, about why games are such a fascination and what he’s found in his own resarch (5 min).
Introduction by James Gee about his seminal research, Louise Dube’ about the award winning work of iCivics and Rebecca Ruffo Tepper about their work. (10 min)
Conversation about what each have seen in the classroom and research and design labs and how games are truly changing learning. (35 min)
Time — 60 minutes
Constance Steinkhuler and Kurt Squire
Steinkuehler, C. (2012).
Greg Toppo (2015)