Siko, J. P., & Barbour, M. K. (2012, November). Design-based research on the use of homemade PowerPoint games. A paper presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
The results of a three-year design-based research study involving the use of game design as an instructional strategy will be discussed. Students created games in an environmental chemistry class using MS PowerPoint as their design platform as a low-tech alternative to learning a programming language. In addition to examining the effects of game design as an instructional strategy, the individual justifications for using homemade PowerPoint games, microthemes and question-writing, were also examined in isolation.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
AECT 2012 - Design-Based Research on the Use of Homemade PowerPoint Games
1. Design-Based Research on the Use
of Homemade PowerPoint Games
Jason P. Siko, Ph.D.
Grand Valley State University
Michael K. Barbour, Ph.D.
Wayne State University
2. Homemade PowerPoint Games
Student-generated game using MS
PowerPoint
Can be self-contained within .ppt file or have
a printable game board and pieces
Download at http://tinyurl.com/ugappt
3. Justifications for use
Constructionism
Learning by building
Creation of meaningful artifact
Microtheme narratives/WAC
Concise narratives focus thoughts and ideas
Question-writing
Process of writing questions, determining answer, &
creating plausible alternatives forces students to analyze
and synthesize content
With practice, students write higher-order questions
4. But…
Parker (2004)
Middle school grammar – showed pre/post gains, but not
as much as control
Barbour et al. (2007)
U.S. History – NSD
Clesson, Adams, & Barbour (2007)
British Literature – NSD
Barbour et al. (2009)
Analysis of questions from Barbour et al (2007) study
~94% of questions “Knowledge”-level
5. The Study
Design research
Three iterations (2008-09, 2010-11, 2011-12)
Environmental Chemistry course (ACS
ChemCom curriculum)
Elective science to meet state requirements
Trimester system
6. Research Questions
Do students reviewing for a chemistry test by
generating homemade PowerPoint games
perform better on multiple-choice tests than
students who use a traditional worksheet
review guide?
Do students who have used this technique
more than once perform better than those who
have never constructed homemade
PowerPoint games or have only constructed
games once?
7. Round 1 – Unit Review
First Unit Test: t(161) = 1.14; p =.26
Second Unit Test: t(136) = .016; p =.99
Siko, Barbour, & Toker (2011)
8. Round 1 – Unit Review
Comparison of groups on Second Test
F(2, 135) = 0.113; p = .89
Siko, Barbour, & Toker (2011)
9. Question Analysis – Round 1
First Unit Test
85.8% inter-rater reliability
Siko (accepted – 2012)
10. Question Analysis – Round 1
Second Unit Test
96.4% inter-rater reliability
Siko (accepted – 2012)
11. Question Analysis – Round 1
Percentage of total questions for a game
rated as “Knowledge” level
t(28) = 1.60; p = .12
Siko (accepted – 2012)
12. Round 2 – Unstructured Unit Project
Alterations to protocol – first unit test
No longer a review; throughout unit
More time to work; increased completion
Siko et al. (2011)
Fewer days in the computer lab
Fatigue and distractions
Siko et al. (2011); Kafai & Ching (2001)
Siko & Barbour (under review)
13. Round 2 – Structured Unit Project
Alterations to protocol – second unit test
More structure
Due dates for drafts
Minimum number of higher-order questions (~10/5/5)
Kirschner, Sweller, & Clark (2006); Mayer (2004)
Drafts and Revisions
More time to complete, revise, provide feedback
Lotherington & Ronda (2010)
Siko & Barbour (under review)
14. Round 2 – Results
First Unit Test: t(137) = 2.306; p = .023
Second Unit Test: t(142) = 2.936, p = .004
Siko & Barbour (under review)
15. Round 2 – Results
Comparison of groups on Second Test
F(2,143) = 4.29, p = .016
Siko & Barbour (under review)
16. Round 3 – Linking Narrative to Content
Exogenous vs. Endogenous Narrative
“Save the princess” / Drill-and-practice
Authentic science practices
More instruction on question writing and tying
questions to narrative
Testing individual justifications (narratives,
question writing)
Siko & Barbour (under review)
19. Implications
Design Principles:
the project must last throughout the entire unit and not only
as a review tool;
provide time for instruction on question writing skills;
allow time for revision, editing, and teacher feedback on
narratives and questions;
if it can be done outside of the computer lab, do it outside
of the computer lab;
create conditions where students are encouraged to
integrate the narrative into the game as much as possible
(i.e., avoid “save the princess” and drill-and-practice
games); and
give students the objectives as early as possible.
20. Future Research with Game Design
Continue with Question Analysis
Different design environments (~languages)
Other uses (Drill, Quiz…remove game
element)
More qualitative research
Perceptions of students
Perceptions of teachers
Level of integration between narrative and
questions
22. Contact Information
Jason P. Siko, Ph.D.
Assistant Professor of Educational Technology
Grand Valley State University, Grand Rapids, MI
sikojp@gmail.com
Michael K. Barbour, Ph.D.
Assistant Professor of Instructional
Technology/Education, Evaluation, and Research
Wayne State University, Detroit, MI
mkbarbour@gmail.com