DOLCA-TALLER 2

TALLER 2 DOLCA ROBLES 

Report on the educational use of games.

In different schools, studies were conducted with children of different ages who use games as teaching methods. Each child according to his ability develops the necessary skills to perform the different games. In the development of games and skills There was recognition throughout the age range that the games support the development of a wide range of skills that are essential for the autonomous learner. Some of these were directly related to the context of the game that developed skills such as problem solving, sequencing, deductive reasoning and memorization. Others were the result of the learning context when children work in groups on a task.

Methodology

Each teacher evaluator was asked to identify two children from their class or group who would be prepared to use the computer game at home, and who would also carry out a short evaluation of the game and answer other questions about game use at home.Pairs of teachers in different schools were asked to evaluate each title within one of the Key Stages, with a class they taught and within their mainstream teaching if possible. The games were used on more than one occasion over a period of the summer term of 2001.

Refined the framework in response to the feedback from this first phase. 

Provided a framework/questionnaire that the teachers can give to a small sample of parents, who contribute evidence on home use. 

Conducted a focus group amongst the teacher evaluators to explore the issues further.

Features of games which contribute to value in the classroom

 There was a strong consensus across key stages on many aspects of games which were important when integrating the use of the game into a formal learning setting.

Skills games develop 

Teacher evaluators were asked to describe the curriculum relevance of the games that they were using. Teachers at different Key Stages identified specific curriculum objectives that games play could support. At Foundation level the following were identified as areas where the use of a task-based game may contribute to the achievement of Early Learning Goals and have relevance to key skills at Key Stage 1.

Physical Development. Fine motor control can be developed with the increased refinement in using a mouse for navigation and selecting objects. At Key Stage 2 teachers specifically focused on communication skills and on the skills of planning and strategy as well as some value in estimating and budgeting. In the games evaluated at this Key Stage it was difficult to identify specific targets within the curriculum that the games directly served. However, there was evidence from several evaluators that the games were a valuable tool for skill development and collaborative working

Skills identifiedwithin the playing of a business simulation at Key Stage 3 and 4 included: - Communication: communication within the game is important and the setting up of scenarios/the hiring and firing of staff/playing the markets – all generate discussion and debate amongst pupils. Application of number: budgeting is a critical part of the game; quite clearly it lends itself to the delivery of application of number. Working with others: as for communication. Problem solving this lies at the heart of the game as pupils make the appropriate decisions that will keep them in the game. Financial capability: as with application of number a sound understanding of numeracy is critical to success in the game. 

Integrating games use into family life

There is clear evidence that parents are actively involved in the choice of games, especially for the youngest players, and in 40% of families with Key Stage 3 children they reported that decisions on software purchase were made by the family, or in discussion with the children. The picture that emerges of computer use, is one in which the computer is often shared among family members and is located centrally in the house – the kitchen, or living room was specifically mentioned in 10% of the questionnaires. In part this might arise out of the Internet access that the computer often offers. 80% of the parents in this survey reported that Internet access is monitored by them.

Games at school 

When pupils were asked where they played games, schools did not feature very frequently at all. However, when asked directly if they played games at school the answers were more positive. This probably reflects the fact that pupils do play games at school, but nowhere as frequently as at home. Girls are slightly less likely than boys to play games at school, and games playing at school reaches a peak on KS 3 with 70% of pupils reporting positively. However, this drops significantly to 23% in KS4.

Information to the teacher

 If the title is to be successfully used within the classroom, then the teacher will need appropriate information to enable them to integrate the game within their lesson planning. This should include a brief synopsis of the content and format including any rules or models used to drive simulation elements. In addition, it would help teachers to receive information about games playing ideas for the classroom, and guidance on the way in which the content might be used. Without this, games will continue to be only used by teachers who are themselves games players. However, games developers targeting the leisure market may not be best placed to provide this guidance.