Er is veel wensdenken over educatieve games: onderwijskenners, politici en wetenschappers vertellen geregeld hoe waardevol het zou zijn als digitale leermiddelen een onlosmakelijk onderdeel vormden van de lespraktijk. Maar hoe kijken docenten die met educatieve games werken, eigenlijk tegen ‘game-based- learning’ aan? Om die vraag te beantwoorden interviewden onderzoekers van de Universiteit van Amsterdam ruim veertig docenten (met een gemiddelde van vijftien jaar leservaring).
Op één docent na werken alle geïnterviewden op eigen initiatief met games. Er is dus geen verplichting vanuit de school. De meesten benadrukken dat educatieve games niet alleen variatie bieden (want niet wéér een klassikale les), maar ook de lesstof verdiepen en meer mogelijkheden hebben voor ‘leren op niveau’ of ‘leren door te doen’.
Een educatieve game kan je helpen om leerlingen bij de les te houden en ze te enthousiasmeren, zeggen de geïnterviewde docenten die een game doorgaans
gedurende drie tot twaalf weken gebruiken. Vooral een competitieelement blijkt
goed te werken: leerlingen blijven scherp door hun wens om te winnen. Bovendien
kan competitie aanzetten tot reflectie: wanneer leerlingen verliezen, willen ze weten wat ze de volgende keer anders moeten doen.
Games helpen bij verdieping en vergroten motivatie
Maar docenten zien ook dat het enthousiasme van leerlingen na de eerste lessen kan wegebben. Technische haperingen of het lezen van instructies werken negatief, vooral als leerlingen thuis gewend zijn om snellere games te spelen op hun Xboxes en PlayStations.
Opvallend is dat docenten vaak het lesdoel niet zo precies of pas ná het gebruik
van een game formuleren. Toch staat voor velen de inhoud van de game voorop, zoals celdeling (biologie) of de marketingmix (economie). Leerlingen moeten
vooral meer inzicht krijgen in een proces of systeem dan dat ze feitenkennis verwerven, zeggen de geïnterviewden. Educatieve games hebben in die zin de functie om lesstof minder abstract te maken: ze kunnen bijvoorbeeld goed een onderwerp visualeren.
Zoals één van de docenten zegt: ‘Je kunt zeggen dat er een kleilaag is van tweehonderd meter diep, maar dan blijf je veel te abstract. Als leerlingen in een game aardlagen op elkaar moeten leggen en ze de lagen vervolgens in 3D kunnen bekijken, dan is het visuele effect groter dan als je alleen een kaart gebruikt:
leerlingen snappen makkelijker dat er een ondoordringbare aardlaag op een poreuze laag ligt.’ Naast vakinhoudelijke verdieping is het de docenten vaak ook om algemene vaardigheden te doen, zoals samenwerken, reflectie, zelfstandig leren of projectmatig werken. Het is echter niet duidelijk in hoeverre deze doelen bereikt worden. Soms lijken vooral leerlingen die al beschikken over de algemene, vakoverstijgende vaardigheden, zich door de game verder te ontwikkelen, terwijl de
zwakkere leerlingen achterblijven.
Jantina Huizenga, Geert Ten Dam, Joke Voogt en Wilfried Admiraal, Teacher Perceptions of the Value of Game-Based Learning in Secondary Education (under review). Meer info: [email protected].
Dit artikel verscheen in Didactief, november 2015.
Een overzicht van de games die de docenten uit het onderzoek gebruiken:
| Naam van het spel | korte beschrijving van het spel |
URL van het spel |
|
3D game studio |
An authoring system for interactive 2D and 3D applications |
|
|
7scenes |
An online platform to create location-based games and tours |
|
|
Aandelenmarktspel [stock market game] |
A stock market game; a flow of news updates influences the prices |
|
|
Alice |
A 3D programming environment that makes it easy to create an animation |
|
|
Bizzgames Production Company |
A computer simulation game in which you own and operate a production company |
|
|
Bizzgames Handel & Wandel [Bizzgames Trade & Walk] |
A game in which you own a hot dog car in a Saturday market |
|
|
Bollen schieten [shooting spheres] |
An online game in which the player shoots an arrow (with the right slope) through the spheres in a grid |
|
|
Cellcraft |
An online game in which players build a cell, fight off viruses, survive harsh worlds, and ultimately save the platypus species |
|
|
Check-out |
An online ESL game in which players are immersed in a native world where all written and spoken text is exclusively in English |
|
|
Civ IV |
A computer game in which the player constructs a civilization, with several mods available |
http://www.2kgames.com/civ4/ |
|
Derivative Puzzle |
An online puzzle game in which the player needs to place the graph of the corresponding derivative below each graph |
|
|
DNA the double helix |
An online game in which the player makes exact copies of a double-stranded DNA molecule and identifies the organism to which it belongs |
http://www.nobelprize.org/educational/medicine/dna_double_helix/dnahelix.html |
|
dr O'Too |
An online puzzle game in which the player must try to form the correct molecule with the given properties as fast as possible |
http://www.appdata.com/apps/facebook/329958953052-dr-o-too-city-of-chemistry |
|
Embargo |
An online game in which players are reporters and practice reading comprehensively by playing |
|
|
Enterprise |
An entrepeneurship game in which the player operates his/her own business |
http://www.ranj.com/content/werk/enterprise-the-game#.VD05Cvlm9fw |
|
Francogrid |
A French free community grid, comparable to Second Life |
|
|
Gamemaker |
A program for creating games |
|
|
Greenfoot |
Software to learn Java programming by creating simple games |
|
|
Immune Attack |
An online game in which the player navigates a nanobot through a 3D environment of blood vessels and connective tissue to save a patient |
|
|
Later is nu [Later is now] |
An online game on career orientation in which the player learns more about a career by completing assignments and reflects on them |
http://www.stichtingpraktijkleren.nl/actueel/item/bericht/doorlopende-leerlijnen/ |
|
Markt Voor Vrede [Market For Peace] |
A fictitious online stock market matched with debate on conflict areas; this game has been replaced with the game Uexchange |
|
|
Math Expert Lite |
An iPad app, a calculation game with speed and concentration challenges |
http://www.appster.org/app/ab-math-expert-lite-speed-and-concentration-challenge-425920600 |
|
Math Kid |
An iPad app, a math game for kids |
|
|
Mighty mutation maker |
A website that turns your name into DNA |
the game website no longer exists |
|
Minecraft |
A 3D sandbox construction game in which players build creative structures, creations, and artwork by placing and breaking various types of blocks |
|
|
Miniconomy |
An online game in 8 languages in which players can trade with other players and make other careers |
|
|
Motion Math HD |
An iPad app game with a storyline about a fallen star that must return to its place; during the game, fractions appear |
|
|
Mscape |
A mobile media gaming platform to create location-based games (platform discontinued) |
|
|
Nintento Math Trainer |
A Nintendo-based game with educational activities (flashcards) on addition, subtraction, multiplication and division |
|
|
On The Ground Reporter |
An online game with interactive quests in which players are sent as reporters on a mission to countries to return with a good story |
|
|
Penguin Math |
An iPad app in which players lead their penguin through Antartica by answering math questions correctly |
https://itunes.apple.com/us/app/penguin-mathematics/id452948750?mt=8 |
|
Plaza Challenge |
A massive multiplayer online management game in which players own and run one or more stores in a mall |
|
|
Poverty is not a game |
An online game exploring poverty in which the main character becomes homeless because of certain circumstances |
|
|
Power Up |
A 3D action strategy game exploring renewable energy and challenging teens to help save the planet |
|
|
ProSim Advanced |
A modular simulation in which students act as the managers of trading companies (in English, German and Dutch) |
|
|
Race the Cell |
An online game exploring gene transcription, including RNA synthesis |
The game website no longer exists, but a similar game is available at http://www.biomanbio.com/GamesandLabs/LifeChemgames/Protsynth.html |
|
Railroad Tycoon |
A computer simulation game in which players build and operate their own railroad company |
|
|
Scholenstrijd [School battle] |
A competition with a stock market game for economics, including teaching materials |
|
|
Scratch |
A program for creating games |
|
|
Second Life |
A free 3D virtual world in which users can socialize, connect and create using free voice and text chat |
|
|
SimCity |
A computer simulation game in which players build and operate their own cities |
|
|
Sims3 in de klas [Sims3 in the classroom] |
A Sims 3 game adapted by Codename Future, in which the player tries to create an ideal sustainable world (only in Dutch) |
|
|
SplitsZ |
An educational game on online citizenship (media literacy) |
|
|
Stop Disasters |
A disaster simulator in which players learn how to prevent disasters |
|
|
Terraclues |
A Google Maps scavenger hunt game/puzzle game with the objective to find locations on the world map by solving a set of clues |
|
|
The Great Flu |
An online game in which players follow the outbreak of a flu pandemic and obtain the means to control it by making decisions |
|
|
The Planning The Game |
A location-based game where the player tries to capture land by discovering hidden facts about the development of Haarlemmermeer |
|
|
Third World Farmer |
An online game exploring rural poverty in developing nations |
|
|
Villa Elektra |
A computer simulation game in which a player becomes an electrician and must rebuild a villa |
|
|
Waterbusters |
A home water conservation game in which players help find areas for the main character to save water, money and the environment |
|
|
Wereldhandelsspel [Global Trade Game] |
An online game in which the player is a government officer and makes policy decisions regarding world trade |
|
|
Wettenstrijd [Battle of the Laws] |
An online game on legislation processes in which players explore what how it feels to be a member of the European Parliament |
Allsop, Y., E. Y. Yildirim, and M. Screpanti. 2013. “Teachers’ Beliefs About Game Based Learning; A Comparative Study of Pedagogy, Curriculum and Practice in Italy, Turkey and the UK.” Proceedings of the 7th European Conference on Games Based Learning 2: 1-10.
Bate, F., J. MacNish, and S. Males. 2014. “The Politics of Gaming in Schools: A Sociocultural Perspective from Western Australia.” Learning, Media and Technology 39 (3): 306-327. doi:10.1080/17439884.2013.872655.
Bourgonjon, J., F. De Grove, C. De Smet, J. Van Looy, R. Soetaert, and M. Valcke. 2013. “Acceptance of Game-Based Learning by Secondary School Teachers.” Computers & Education 67: 21–35. doi:10.1016/j.compedu.2013.02.010.
Can, G., and K. Cagiltay. 2006. “Turkish Prospective Teachers' Perceptions Regarding the Use of Computer Games with Educational Features.” Educational Technology & Society 9 (1): 308-321.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
De Grove, F., J. Bourgonjon, and J. Van Looy. 2012. “Digital Games in the Classroom? A Contextual Approach to Teachers’ Adoption Intention of Digital Games in Formal Education.” Computers in Human Behavior 28 (6): 2023–2033. doi:10.1016/j.chb.2012.05.021.
Dickey, M. D. 2011. “The Pragmatics of Virtual Worlds for K-12 Educators: Investigating of the Affordances and Constraints of Active Worlds and Second Life with K-12 in-Service Teachers.” Educational Technology Research & Development 59 (1): 1-20. doi:10.1007/s11423-010-9163-4.
Dickey, M. D. 2013. “K-12 Teachers Encounter Digital Games: a Qualitative Investigation of Teachers' Perceptions of the Potential of Digital Games for K-12 Education.” Interactive Learning Environments doi:10.1080/10494820.2013.788036. doi:10.1080/10494820.2013.788036.
Ertmer, P. A. 2005. “Teacher pedagogical beliefs: The final frontier in our quest for technology integration?” Educational Technology Research and Development, 53 (4), 25–39.
Emin-Martinez, V., and M. Ney. 2013. “Supporting Teachers in the Process of Adoption of Game Based Learning Pedagogy.” In Proceedings of the 7th European Conference on Games Based Learning, edited by P. Escudeiro, and C. Vaz de Carvalho, 156-162. Reading, UK: Academic Publishing Limited.
Gee, J. P. 2007. What Video Games Have to Teach Us About Learning and Literacy. New. York. Palgrave/Macmillan.
Girard, C., J. Ecalle, and A. Magnan. 2013. “Serious Games as New Educational Tools: How Effective Are They? A Meta-Analysis of Recent Studies.” Journal of Computer Assisted Learning 29 (3): 207–219. doi:10.1111/j.1365-2729.2012.00489.x.
Hanghøj, T., and C. Engel Brund. 2011. “Teachers and Serious Games: Teachers Roles and Positionings in Relation to Educational Games.” In Serious Games in Education: a Global Perspective, edited by S. Egenfeldt-Nielsen, B. H. Sørensen, and B. Meyer, 125-136. København: Aarhus Universitetsforlag.
Ince, E., and M. Demirbilek. 2013. “Secondary and High School Teachers’ Perceptions regarding Computer Games with Educational Features in Turkey.” Anthropologist 16 (1-2): 89-96.
Kenny, R. F., and R. McDaniel. 2011. “The Role Teachers' Expectations and Value Assessments of Video Games Play in Their Adopting and Integrating Them into Their Classrooms.” British Journal of Educational Technology 42 (2): 197-213. doi:10.1111/j.1467-8535.2009.01007.x.
Li, Q. 2013. “Digital Games and Learning: A Study of Preservice Teachers' Perceptions.” International Journal of Play 2 (2): 101-106. doi:10.1080/21594937.2013.817105.
Pastore, R. S., and D. Falvo. 2010. “Pre- and in-service teachers perceptions of gaming in the classroom.” International Journal of Instructional Technology and Distance Learning, 7(12).
Proctor, M. D., and Y. Marks. 2013. “A Survey of Exemplar Teachers' Perceptions, Use, and Access of Computer-Based Games and Technology for Classroom Instruction.” Computers & Education 62: 171-180. doi:10.1016/j.compedu.2012.10.022.
Richards, J., L. Stebbins, and K. Moellering. 2013. “Games for a Digital Age: K-12 Market Map and Investment Analysis. New York: the Joan Ganz Cooney Center at Sesame Workshop. Accessed December 2 2013. http://www.joanganzcooneycenter.org/wp-content/uploads/2013/01/glpc_gamesforadigitalage1.pdf
Ruggiero, D. 2013. “Video Games in the Classroom: the Teacher Point of View.” Paper Presented at the Games for Learning Workshop of the Foundations of Digital Games Conference, Chania, Greece. Accessed November 11 2013. http://www.fdg2013.org/program/workshops/papers/G4L2013/g4l2013_02.pdf.
Sandford, R. 2006. “Teaching with Games: COTS Games in the Classroom.” JISC Innovating E-Learning 2006: Transforming Learning Experiences Online Conference. Accessed June 23, 2009. http://www.online-conference.net/jisc/content/Sandford%20-%20teaching%20with%20games.pdf.
Sandford, R., M. Ulicsak, K. Facer, and T. Rudd. 2006. “Teaching with Games: Final Report.” UK: Futurelab. Accessed December 28 2008. http://futurelab.org.uk/resources/documents/project_reports/teaching_with_games/TWG_report.pdf.
Sardone, N. B., and R. Devlin-Scherer. 2008. “Teacher Candidates’ Views of a Multi-User Virtual Environment (MUVE).” Technology, Pedagogy & Education 17 (1): 41-51. doi:10.1080/14759390701847484.
Sardone, N. B., and R. Devlin-Scherer. 2009. “Teacher Candidates' Views of Digital Games as Learning Devices.” Issues in Teacher Education 18 (2): 47-67.
Schrader, P.D., Zheng, D, and M. Young. 2006. “Teachers' perceptions of video games: MMOGs and the future of preservice teacher education.” Innovate 2 (3). Accessed January 1 2014. http://www.innovateonline.info/index.php?view=article&id=125
Squire, K., and S. Barab. 2004. “Replaying History: Engaging Urban Underserved Students in Learning World History Through Computer Simulation Games.” In Proceedings of the Sixth International Conference of the Learning Sciences, edited by Y. B. Kafai, N. Enyedy, and W. Sandoval, 505-512. Mahwah, NJ: Lawrence Erlbaum.
Sumak, B., Hericko, M., & Pusnik, M. (2011). A meta-analysis of e-learning technology acceptance: the role of user types and e-learning technology types. Computers in Human Behavior, 27(6), 2067–2077.
Tobias, S., J. D. Fletcher, D. Y. Dai, and A. P. Wind. 2011. “Review of Research on Computer Games.” In Computer Games and Instruction, edited by S. Tobias, and J. D. Fletcher, 127–222. Charlotte: Information Age.
Van Eck, R., and J. Dempsey. 2002. “The Effect of Competition and Contextualized Advisement on the Transfer of Mathematics Skills in a Computer-Based Instructional Simulation Game.” Educational Technology Research & Development 50 (3): 23–41. doi:10.1007/BF02505023.
Vandercruysse, S., M. Vandewaetere, F. Cornillie, and G. Clarebout. 2013. “Competition and Students’ Perceptions in a Game-Based Language Learning Environment.” Educational Technology Research & Development 61 (6): 927-950. doi:10.1007/s11423-013-9314-5.
Wastiau, P., and C. Kearney. 2009. How Are Digital Games Used in Schools? Brussels: European Schoolnet. Accessed December 5 2014. http://games.eun.org/upload/gis-full_report_en.pdf
Wideman, H. H., R. D. Owston, C. Brown, A. Kushniruk, F. Ho, and K. C. Pitts. 2007. “Unpacking the Potential of Educational Gaming: a New Tool for Gaming Research.” Simulation & Gaming 38 (1): 10-30. doi:10.1177/1046878106297650.
Wouters, P. J. M., C. Nimwegen, H. Oostendorp, and E. D. Spek. 2013. “A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games.” Journal of Educational Psychology 105 (2): 249-265. doi:10.1037/a0031311.
En blijf op de hoogte van onderwijsnieuws en de nieuwste wetenschappelijke ontwikkelingen!
Inschrijven
