Final Review Paper: Educational Games

With the expansion of technology in everyday life, it should come as no surprise that it will also affect the tasks of everyday life. Technology has come to be an important aspect to how people go about their lives, whether they use it at their jobs, go on their phone to check the news, or even using a self-checkout at the grocery store. Technology has almost fully infiltrated society. Another thing it has and continues to affect is learning. Technology is opening new ways for people to engage in learning that is different from traditional modes.

In this paper, I will be reviewing an emerging technology; educational games, which I believe has the capacity to support open learning. To do so I will first offer some explanations of the terms open learning and educational games. Then I will conduct an analysis using the SECTIONS model of educational games to exemplify it’s ability to support open learning.

Open Learning

Open learning is an important feature of the emerging technology, educational games that I would like to discuss. In general, open education means that the content is free and accessible for all (Crosslin, 2018). It means that there are very little if not any limitations to retrieving or reusing the content provided (Crosslin, 2018). Usually open learning is more of an aspect in online learning as the content of the course is always available, as opposed to no longer being accessible (Crosslin, 2018). An example of this is that online material can be downloaded and saved to a computer, available to be used whenever needed. However, if a professor does not record his/her lectures then the information provided cannot be accessed past the time of the face-to-face class, thus making it inaccessible after the fact. It is important to note that openness within learning positively affects the students. It makes information more accessible, as well as it can be used at a later date because they will always be able to retrieve and use that content.

Educational Games

A form of open learning that can take place online is the use of educational games. Educational games can be a great resource for students who learn best when they can interact with the material in a non-pressuring environment. They can be a way of engaging students with the content of the course that is stimulating and fun. Educational games are not exclusively an online resource however, they are certainly more accessible when online. This means that the material is available for anyone to use, regardless of disability, socioeconomic background, and other factors (Crosslin, 2018). Online educational games can be tailored for those different needs – some even made for specific needs. This increases the openness of the resource, being able to access this resource wherever and whenever the user desires. For the purposes of this paper, I will be analysing an educational games site called “Funbrain”. This website offers a wide variety of activities that help kids learn “math, reading, problem-solving, and literacy” (Funbrain, 2017) which can be done at school or at home. Funbrain does have educational games among other content such as books and videos (Funbrain, 2017). To further understand the concept of educational games as an emerging technology supportive of open learning, I will analyze this website using the SECTIONS model.

SECTIONS Model Analysis

To evaluate the use of educational games in open learning scenarios, I will be using the SECTIONS model. SECTIONS stands for students, ease of use, cost, teaching functions, interaction, organizational issues, networking, and security and privacy, respectively (Bates, 2019). This is a method used to “choose appropriate media or technologies for teaching” (Bates, 2019, p. 457).

Students

First, I will be taking a look at how Funbrain addresses certain issues regarding its users – students. There are three important factors that need to be assessed when choosing a technology: student demographics, access, and the different ways in which students learn (Bates, 2019). In this case, Funbrain’s target users are grade school children, ranging from pre-school to grade 8. Seeing as it is a website, there is a very wide range of demographics utilizing this resource – all coming from different backgrounds with different needs. Considering the wide range of different games and exercises that can be done on Funbrain, it is clear that they are trying to meet the diverse needs of its users. In regard to accessibility, this is a website that does not require an account or any fees. It is free to use as long as the user has access to the internet. Not everyone has access to internet, so this is a potential barrier. Paying attention to the idea that students learn in different ways is very important. Funbrain offers different ways of learning through providing different kinds of games, as well as reading options and video options.

Ease of Use

The ease of use for a technology is very important when it comes to using it as a teaching tool. If things are overly complicated, it can discourage a student from using the resource. However, if it is too easy, then the student will not be challenged and will most likely become bored. Having lots of diverse options makes this website easier to use for more people. Funbrain is a very basic educational website. Seeing as it does not require an account, users can get started right away. Funbrain gives their users the option to browse the games, books, and videos by grade so that immediately the student is accessing content suitable for their age. From there, users can then scroll through the different options for their grade and click on any of them to get started. If a game is selected instructions come up right away so that the students can focus on the task.

Cost

Because Funbrain is a website that requires no account, no subscription, it is otherwise free to use. The only cost that would affect one’s ability to use this resource is access to the internet. Seeing as internet is not free, this is something that needs to be paid for in order to access this website. Not everyone has this, so this is definitely a potential hindrance for some. However, some places do provide free Wi-Fi such as libraries or schools where this website could be used.

Teaching Functions

Funbrain has a lot of functions for teaching. Considering the basis for this website is to provide educational activities to interact with for a variety of students, it certainly acts as a teaching tool.  When it comes to teaching students how to use it, it is relatively simple – so this should not be a barrier that teachers would have to face. It also covers many different subjects, so realistically a teacher could have their students utilize this tool in many different ways.

Interaction

Interaction is an integral part of learning, and it is critical that the kind of interaction is effective and suitable for the student (Bates, 2019). Making sure that there are options for interaction that meet the needs of students who all have different ways of learning can be a tough thing to achieve. Funbrain has certainly made strides to make sure that there are different kinds of interaction on this website. It is important to note that not all students are successful learners using games or this type of technology, so this type of interaction may not suit their needs.

Organizational Issues

               An issue that might arise with the use of this technology is the structure in which a teacher is supposed to be teaching (Bates, 2019). For example, if a class has limited time using a computer room within a week, then students might not be able to explore the different activities Funbrain has to offer. Or if a classroom only has two computers in the room then only two students can utilize the resource, and the other kids need another activity to do.

Networking

Networking is not a huge concern with a resource such as Funbrain. It is a site that is primarily used individually. The most networking that could be done is having teachers or parents sharing this resource with each other.

Security and Privacy

Of course, security and privacy are huge concerns when it comes to the use of technology, especially for grade school aged students. Funbrain is a secure site. With no personal information being asked for or required at any point, no information is taken from the user. Security and privacy can be monitored by adult supervision.

Conclusion

               It has become clear through this analysis that Funbrain is a relatively safe, accessible, and effective technology that can support open and distributed learning. Seeing as no major red flags came up through using the SECTIONS model, it is safe to say that this is an acceptable resource for young students to engage with. Because of this analysis, I believe that Funbrain is a great example of how educational games are influencing  and can support open learning. As well, I am interested to see how educational games evolve as technology and media become more advanced.

 

References

Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Crosslin, M. (2018). Chapter 2: Basic Philosophies. Retrieved from https://uta.pressbooks.pub/onlinelearning/chapter/chapter-2-basic-philosophies/

Funbrain. (n.d.). Retrieved from https://www.funbrain.com/

Showcase Post

The most memorable online learning experience that I have had would be this semester in another online course that I am taking. This course focuses on interactive multimedia and consists of creating tools to help people learn something. For example, one of the projects we had to complete was creating a comic strip that taught a targeted audience something. Whatever the topic was about, it needed to be something that my partner and I had already mastered. This can be related to the Learning and Teaching as Communicative Actions (LTCA) theory, specifically the dramaturgical communicative actions. Dramaturgical communicative actions are those that allow the learner to reflect and create something based on the knowledge they now possess (Crosslin, 2018). I have found the projects within that particular class really engaging because I not only get to explain things that I have already mastered, but I get to “teach” it in a new way. Until that class I had never thought that a comic strip could be used to teach someone a concept. However, after creating my own and then getting the chance to review other students’ work, it became clear to me that comics can indeed be a very useful learning tool. Going back to the idea of dramaturgical communication actions, it was interesting to be actively learning and showing mastery at the same time. On one hand I was learning how to use the software in which you create the comic strip, but on the other I was showing mastery of the topic my comic was about.

Another memorable thing from that online class was learning how rich media can be for learning. Another project we had was making a screencast video teaching viewers how to do something on a computer. Bates (2019) says that video media is always richer than a textbook simply because it has more than one thing going on. Video often has audio and visuals, which can enhance someone’s learning more than just an audio or visual. Making the screencast video was an interesting process, and I learned that there was more going on at once than I originally thought. For example, I had to make sure that I was explaining things properly and being clear, but also making sure that what I was doing on the screen was matching what I was saying. I know that having the audio and visual in sync was important, and it was definitely more difficult that expected. Here is the screencast video myself and my partner made!

Speaking of synchronicity, the last thing I would like to discuss is the semi-synchronous structure of this online course. This course was asynchronous in a way because we were able to conduct the projects whenever we wanted, as all the information we needed was accessible from day one. However, there was some synchronicity in that there were still hard deadlines for the projects. This meant that students could do the projects whenever they wanted, but still had to hand them in on a certain day. I found this to be useful because I could get ahead if I wanted to, but also had some structure to guide myself.

Further Reflections…

In light of recent events pertaining to the COVID-19 outbreak, I felt as though this reflection was the most relevant one to add to. When UVic made the decision to cancel all face-to-face lectures on campus and switch to online based learning, I was very interested to see what my professors were going to do. Would they set up video lectures still meeting at the same time? Would they post all their power points and notes to CourseSpaces and leave it up to the students? Or would they simply say it’s over and your current grade becomes the final one? Although this had little impact on my semester as most of my classes were online anyways, I am aware that this meant less than ideal circumstances for other students. This situation is certainly making me reflect more on my experiences with online learning and how everyone’s experiences will differ.

Something that would be advisable to help students succeed at online learning, especially in these circumstances is to humanize online learning as much as possible. What this means is to find ways to facilitate connection between students and their professor even though they are not face-to-face (Crosslin, 2018). Certainly, in the midst of a global pandemic where almost everybody is self-quarantining there is already a lack of connection and feeling of isolation. By creating a space where connection and socialization can still occur, I think this would positively impact students who are new to online learning.

Bates, T. (2019). Understanding technology in education. https://via.hypothes.is/https://pressbooks.bccampus.ca/teachinginadi gitalagev2/part/chapter-8-understanding-technology/

Crosslin, M. (2018). Effective Practices in Distributed and Open Learning. https://via.hypothes.is/https://uta.pressbooks.pub/onlinelearning/cha pter/chapter-5-effective-practices/

Reflection 4

Throughout this course, there has been so much valuable information offered. It is clear that there are so many different aspects to learning, and it is hard to decide what is most important. After careful consideration, I have chosen 3 concepts that I think are most important to open learning.

The first concept I have chosen is inclusivity. I believe that inclusivity is fundamental in any kind of learning, and if the general goal of teaching is to have students successfully learn, then having an inclusive design is non-negotiable. Inclusiveness has to do with the idea of providing a range of different tools that the student can select themselves in order to help them learn (Inclusive Learning Design Handbook, n.d.). I think this is one of the most important things when it comes to learning because if a person does not have the right tools to help them learn, then they are less likely to be successful. I firmly believe that everyone should have equal opportunity to learn, regardless of their abilities, environment, or learning style, and inclusivity helps to do that.

The second concept I have chosen is media richness. This has to do with the different aspects that can be added to certain media which increase its ability to communicate with the audience (Bates, 2019). For example, an animation video would increase its richness if it contained audio. Often a resource increases its richness if it has more than one component that communicates knowledge. Bates (2019) uses the example of how a video is richer than radio, and this is because radio relies on a single medium (audio) as opposed to a video which can use multiple. I think this is an important concept because the more resources out there that are rich with information as well as the way they communicate that information, the better the chances are that students will be successful. As well, if a resource uses different mediums then more people will be able to use the resource. So, people who learn with sound can learn from the same video that others use learning with visuals. Linking this back to the previous concept I discussed, it makes the resource more inclusive.

The last concept I have chosen is the space and time dimensions of media.  This has to do with when and where learning is facilitated (Bates, 2019). It also largely has to do with the overall flexibility of learning for the students (Bates, 2019). There are four main ideas related to time and space dimensions which are live, recorded, synchronous, and asynchronous, and all of these affect the flexibility of learning. This is really important when it comes to learning because if a course is overly flexible or not flexible enough, it can affect a student’s ability to stay on track, and ultimately learn. Finding the right balance of how much flexibility a course has is fundamental and should be carefully considered.

Two concepts that I would like to spend more time understanding are metadata and sonification. One question I would like to ask is what advances are being made to implement personalized learning more into the school system, and will there ever be a time where standardized testing/learning is exempt from our schools?

Bates, T. (2019). Understanding technology in education. https://via.hypothes.is/https://pressbooks.bccampus.ca/teachinginadi gitalagev2/part/chapter-8-understanding-technology/

Inclusive Learning Design Handbook from OCAD University. https://via.hypothes.is/https://handbook.floeproject.org/

 

Reflection 3

The most memorable online learning experience that I have had would be in this semester in another online course that I am taking. This course focuses on interactive multimedia and consists of creating tools to help people learn something. For example, one of the projects we had to complete was creating a comic strip that taught a targeted audience something. Whatever the topic was about, it needed to do something that myself and my partner had already mastered. This can be related to the Learning and Teaching as Communicative Actions (LTCA) theory, specifically the dramaturgical communicative actions. Dramaturgical communicative actions are those that allow the learner to reflect and create something based on the knowledge they now possess (Crosslin, 2018). I have found the projects within that particular class really engaging because I not only get to explain things that I have already mastered, but I get to “teach” it in a new way. Until that class I had never thought that a comic strip could be used to teach someone a concept. However, after creating my own and then getting the chance to review other students’ work, it became clear to me that comics can indeed be a very useful learning tool. And going back to the idea of dramaturgical communication actions, it was interesting to be learning but be showing mastery at the same time. On one hand I was learning how to use the software in which you create the comic strip, but on the other I was showing mastery of the topic my comic was about.

Another memorable thing from that online class is learning how rich media can be for learning. Another project we had was making a screencast video teaching viewers how to do something on a computer. Bates (2019) says that video media is always richer than a textbook simply because it has more than one thing going on. Video often has audio and visuals, which can enhance someone’s learning more so than just an audio or visual. Making the screencast video was an interesting process, and I learned that there was much more to think about. For example, I had to make sure that I was explaining things properly and that I was being clear but also making sure that what I was doing on the screen was matching what I was saying. I know that having the audio and visual in sync was important, and was definitely more difficult that expected. Here is the screencast video myself and my partner made!

Speaking of synchronicity, the last thing I would like to discuss is the semi-synchronous structure of this online course. This course was asynchronous in a way because we were able to conduct the projects whenever we wanted, as all the information we needed was accessible from day one. However, there was some synchronicity in that there were still hard deadlines for the projects. This meant that students could do the projects whenever they wanted, but still had to hand them in on a certain day. I found this to be useful because I could get ahead if I wanted to, but also had some structure to guide myself.

Bates, T. (2019). Understanding technology in education. https://via.hypothes.is/https://pressbooks.bccampus.ca/teachinginadi gitalagev2/part/chapter-8-understanding-technology/

Crosslin, M. (2018). Effective Practices in Distributed and Open Learning. https://via.hypothes.is/https://uta.pressbooks.pub/onlinelearning/cha pter/chapter-5-effective-practices/

 

Reflection 2

Based on my understanding, the difference between online educational content and openly licenced educational content is licencing. Online educational content is a very broad and vague term that can really mean any resource that is educational that you can find online. Openly licenced resources on the other hand are a bit more specific. This type of resource is completely free (something not guaranteed with online educational content) and is licenced to protect the creator and user. The main licencing that is used is called Creative Commons which essentially says that anyone can use a resource as long as they give recognition to the original creator, other than that, they can use it however they wish (OER Africa, 2020). There are also three distinguished kinds of openly licenced content; Open Courseware, Open Educational Resources, and Massive Open Online Courses. Open Courseware is an open course in which all the components of the course are available. Open Educational Resources are resources that have a licence on them that allows free usage. Massive Open Online Courses are online courses that have unlimited numbers of participants and are free to students.

The Open Educational Resource I have chosen to use for this assignment is Wise Owl Factory. This is a free website that provides free educational crafts, projects, experiments, and resources. Based on the evaluation guide provided by OER Africa I have reviewed the relevance, accuracy, production quality, accessibility, interactivity, and licencing of this resource. It is certainly relative to classroom activities, and the accuracy and quality of the materials are good. It is very accessible as long as one has access to the internet. As well, there are not any video resources on this site, so there is no need to worry about closed captions. and the resources that are free to print off promote participation in the classroom. Lastly, the licencing is open on this website allowing reuse of the materials.

Regarding Open Educational Resources in my own life, I can definitely see myself using them for my job. I work at an out of school care program currently and I partake in a lot of program planning. While out of school care’s main focus is not educational crafts and activities, there certainly is still a factor of learning involved whether it be teaching them a new game or explaining a new art technique. Wise Owl Factory is an open resource that I will be using in my professional life. There are many different projects and activities that can be used in order to engage children in doing something fun, but also informative.

With Valentines Day coming up, I thought this would be a fun game to play with my group at work. It doubles as colouring and BINGO as it is in black and white – two activities in one!

References

Finding Open Content Tutorial: OER Africa. (n.d.). Retrieved from https://www.oerafrica.org/book/finding-open-content-tutorial

Wise Owl Factory. (2020, February 5). Retrieved from https://www.thewiseowlfactory.com/

Reflection 1

The concepts of instructor-centered and student-centered learning are new to me but do not feel unfamiliar. I say this because I think I have a general idea of what the two things are, but never had the words such as instructor-centered or student-centered to use. Looking back at my own educational experiences I think my teachers did a good job of integrating both kinds of learning into the classroom. I remember listening to my teachers explain something new, but also remember having a lot of time to practice those new skills on our own. I took an online course in my third year and it was a very different experience in comparison to my courses on campus. There are obvious reasons why they would be different, but the biggest difference that I noticed was being able to do the coursework whenever I decided. There wasn’t a determined time every week or day that I was expected to do the work, as I was able to do it when I found the time. This helped me to become more of a “self-determined learner” (Crosslin, 2018, para 3). One con that I would point out is that there are a lot of opportunities to procrastinate. I am certainly guilty of doing that sometimes, and if the student can’t be self-determined then they most likely would not succeed in a class like that. For me personally, I really enjoy having student-centered learning experiences, and I think that having online classes has helped me be more self-determined even in my courses on campus.

Asynchronous and synchronous learning are interesting and are also new concepts to me. I can see how both types of learning can be beneficial. Synchronous learning can work well because everyone is learning together in real time (Crosslin, 2018), which can make it easier to connect with other classmates. Asynchronous can also be beneficial because there is more autonomy and students have the freedom to learn on their own time and pace (Crosslin, 2018). An interesting point Crosslin (2018) makes about asynchronous learning is that it might be better suited for adults who usually have things going on outside of school such as work. Perhaps synchronous learning would be more beneficial for elementary to high school classrooms, and asynchronous would be better when it comes to post-secondary schooling.

Based on the readings, my understanding is that connectivism has to do with connecting everything and anything in order to further ones learning. Crosslin (2018) mentions that connectivism involves networking to gain information. To me, networking implies a social aspect – reaching out to people and having discussions about a certain topic. I think it also means having people to go to when you need help understanding something and vice versa. On the other hand, for Siemens (2005), it seems that connectivism is broader than that and can include making connections yourself between certain concepts or subjects which shows a more in depth understanding. I personally think both authors have valid understandings of connectivism. In relation to the other concepts I previously discussed, I think it is clear that connectivism is essential in any kind of learning.

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