The document discusses an arcade-style math game called Arcademic Skill Builders that uses principles of behavioral learning theory. It describes how the game incorporates operant conditioning by providing positive reinforcement through game progression for correct answers. The game also uses shaping by gradually increasing math fact difficulty over time. While the game includes positive reinforcement and shaping, it does not employ prompting, cueing, or fading techniques, which could further support the learning process.
4. Shortest Person is now the Race Manager *Race Manager selects Create Game *Then select private game *Enter 1234 for password *Select Create Game *Team Members: click on your Race Mangager’s name under the private tab *Click on join game *Enter password 1234 Everyone can click on cars to choose your own color! When ready select start race
5. Arcademic Skill Builder ArcadeGrand Prix Multiplication Successful technology software that touches on the Behaviorism method of learning
7. Operant Conditioning Conditioning behavior – a simple form of learning involving the formation, strengthening, or weakening of an association between a stimulus and a response.
8. Positive Reinforcement Increase desirable behavior Stimulus follows response Positive Reinforcement increase correct answer by car moving forward in race
9. Shaping Method of successive approximations Variant of operant conditioning Behavior molded into desired form As student becomes successful at the game after playing on a regular basis, multiplication facts will be known quickly Student will perform better on curricular activities that require them to multiply Students will have more confidence with their mathematical skills when solving multiplication problems
10. Behavioral Concepts Missing Prompting & Cueing Hint & Crutch Artificial Support i.e. allowing learners to try again if they get a question wrong Fading Reducing strength of prompt Eliminating help over time
11. Prompts, Cueing & Fading? Positive Helps learners understand the correct answer before moving on to another question Negative Reduces speed of game Reduces competition Solution Level system Use of fading
12. How do we learn? Building on what we already know Repetition Chunking Purpose & Interest
13. How do we transfer learning into other contexts? With automaticity Decision making skills Teacher choosing learning activity
14. How do we forget? No associations with material Not enough practice with skill Not applicable to other situations Distractions
15. What drives us to learn? Extrinsic rewards Interest in subject matter
16. What does it mean for teaching? Program that teaches routine skills Has reward or positive reinforcement Direct Assessment Clear Goals
17. How can technology help? Helps with motivation and interest Game gives immediate feedback Interactive Seeing games as educational tools – rather than just a way to pass time We are math champions!
18. Sources Lloyd, M. (n.d.). Psych Web by Russ Dewey. Retrieved June 24, 2009, from http://www.psywww.com PROMPTING AND FADING. (n.d.). Retrieved June 24, 2009, from http://www.bbbautism.com/prompting_and_fading.htm Teaching Children with Autism: The Discrete Trial: Prompting. (n.d.). Retrieved June 24, 2009, from http://www.polyxo.com/discretetrial/prompting.html "Classical vs. Operant Conditioning." Sacramento Stae University. 20 June 2009 <www.csus.edu/indiv/b/brocks/Courses/EDS%20240/EDS%20240%20Handouts/Operant%20Conditioning%20O_H%20&%20H_O.pdf>. "Condtioning: Operant vs. Classical." University of West Florida. 20 June 2009 <uwf.edu/jgould/ClassicalvsOperant.pdf>. "Educational Psychology Interactive: Operant Conditioning." VSU Faculty WWW. 24 June 2009 <http://chiron.valdosta.edu/whuitt/col/behsys/operant.html>. "Operant Conditioning Basics." Maricopa Center for Learning and Instruction | Maricopa Center for Learning and Instruction. 24 June 2009 <http://www.mcli.dist.maricopa.edu/proj/nru/opcond.html>. "Operant Conditioning." ePsych: An electronic Psychology text. 24 June 2009 <http://epsych.msstate.edu/adaptive/Fuzz/index.html>. "Operant Conditioning." ePsych: An electronic Psychology text. 24 June 2009 <http://epsych.msstate.edu/adaptive/Fuzz/index.html>. "conditioning - Definition from the Merriam-Webster Online Dictionary." Dictionary and Thesaurus - Merriam-Webster Online. 24 June 2009 <http://www.merriam-webster.com/dictionary/conditioning>. Behaviorism." Funderstanding: Education and Training for Active Learners. 24 June 2009 <http://www.funderstanding.com/content/behaviorism>. "Behaviorist Learning Theory." Innovative Learning. 24 June 2009 <http://www.innovativelearning.com/teaching/behaviorism.html>. "Behaviorist theories of learning." SIL International: Partners in Language Development. 24 June 2009 <http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/BehavioristTheoriesOfLearning.htm>. Standridge, Melissa. "Behaviorism - Emerging Perspectives on Learning, Teaching and Technology." Projects Server Introduction. 24 June 2009 <http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism>.
Notes de l'éditeur
Thorndike and Skinner coined the terms influenced behavior and operant behavior respectively.Operant behavior is so because one is operating on, or influenced by the environment. Compared with classical conditioning, where the stimulus triggers a response; operant conditioning calls for the response to trigger the stimulus and thus, the response determines whether the stimulus occurs again. However, the influenced response must have resulted through a prior environmental change, or event.Our game conditions the user by rewarding or providing positive stimulus, acceleration, for correct or incorrect answers. Additionally, the user is provided a stimulus based upon the speed at which they respond. The quicker the response, the better the chance of reaching the finish line first.The reinforcement of the response with either a positive or negative stimulus is an example of positive or negative reinforcement.
Building on what we already know- need classroom instruction of what multiplication isRepetition – playing on a regular basisBy breaking down skills or information into smaller chunksChunking – whole game series touches on all math factsPurpose & Interest – winning as a goal - fast pace holds interest – choose color of car (shows identity of student)
With automaticity – more practice the betterDecision making skills – they have to choose the answer instantlySomething that does not happen consciously – pace & repetitionTeacher choosing learning activity – routine for effective transmission of knowledge – better than paper pencil timed tests
Associations – relevant to what is covered in classPractice – game done regular basis will improve knowledge – availability outside of the classroomOther situations – can not be done in isolation, must also include connection back to the classroom Distractions – other cars and competition could be distracting (NEGATIVE ASPECT OF GAME) – however, can play by themselves at their own pace if competing against others is too stressful
Rewards – trophy, beating classmatesSubject matter – having fun in a race - unique activity - fun vs. chore
Program routine skills – duhReward with + reinforement – exciting fuhn game with trophyDirect Assessment – In order to get them right, need to apply knowledge thru classroom instructionClear Goals – learn info that was taught in class, LEARN X Facts and feeling comfortable doing it quickly
![www.arcademicskillbuilders.com Go to Facebook Group: MAET.East Lansing.Summer.2009 On wall click on link titled Arcademic Skill Builders ,[object Object]](https://image.slidesharecdn.com/academicskillbuiderarcade-090701093345-phpapp02/85/Arcademic-Skill-Buider-Arcade-1-320.jpg)
