The Impact of Games in the Classroom Project References Achievement for All

The impact of console games in the classroom: Evidence from schools in Scotland This report was commissioned by Learning and Teaching Scotland in partnership with Futurelab. www.futurelab.org.uk This document is designed to be read with Adobe Acrobat The impact of console Declaration & Acknowledgements 2 games in the classroom Jen Groff, Cathrin Howells Declaration and Sue Cranmer Futurelab 2010 The views contained in this report are those of the authors and do not necessarily represent the views of Learning and Teaching Scotland. Acknowledgements We would like to thank the school leaders, teachers and students who generously participated in this study at the following schools: Balmedie Primary School Bo’ness Academy Cathkin Community Nursery The Community School of Auchterarder Cowie Primary School Cumbernauld Primary School Dalry Primary School Elrick Primary School Gavinburn Primary School Grangemouth High School Hallside Primary School Inverurie Academy Lairdsland Primary School Longhaugh Primary School Meldrum Primary School Musselburgh Grammar School Perth High School St Andrew’s and St Bride’s High School Wallace High School The impact of console 3 games in the classroom Executive summary 04 Games and home life 54 Introduction 08 Case studies of classroom level 58 activity using console games Summary review of the literature 11 A taxonomy of educational benefits 75 of gaming in school Teaching with games 17 Conclusions 78 Methods 22 Recommendations 81 School leader perspectives on 25 Glossary 83 console game-based learning Classroom teacher perspectives on 36 References 85 educational gaming Student perspectives on educational 48 Appendices 88 gaming The impact of console Executive summary 4 games in the classroom Executive summary Introduction Executive summary Summary review Teaching with games Methods School leader perspectives Teacher perspectives Student perspectives Games and home life Case studies Taxonomy Conclusions Recommendations Glossary References Appendices The impact of console Executive summary 5 games in the classroom Executive summary This research was commissioned by Learning and Teaching − Game-based learning approaches can increase communication Scotland (LTS) in partnership with Futurelab. The main focus of the Introduction between parents and teachers and school leaders and enhance project was to identify the educational benefits of console game- parental engagement in children’s learning; Summary review based learning in primary and secondary schools. The project also Teaching with games sought to understand how the benefits of educational gaming could − Teachers often have to overcome a number of barriers and transfer to other settings and, in particular, how the model of the reservations about using game-based learning approaches in Methods Learning and Teaching Scotland Consolarium – the national centre classrooms, however when they do so, they are convinced of the School leader perspectives for games and learning that explores and supports game-based results; learning (GBL) in the classroom – could be modified, extended or Teacher perspectives enhanced. For this purpose, research was carried out in classrooms − Game-based learning approaches have the capacity to increase Student perspectives in Scotland to explore learning with games played on games teacher motivation; Games and home life consoles, such as PlayStations, Xboxes and Wiis. Interviews were carried out with school leaders, classroom teachers and students in − Teachers need support, from peers, school leadership and outside Case studies 19 schools followed up by a series of lesson observations in four of resources, in order to use games well for learning and mediate Taxonomy these schools. them effectively; Conclusions Key findings − Resourcing game-based learning approaches can be difficult. Recommendations Further support would be beneficial; Glossary Drawn from all phases of the research – senior leadership and teacher interviews, student focus groups, and classroom − Curriculum for Excellence is seen by the people interviewed for References observations – key findings of the project are: the study as an opportunity to try out new things such as game- Appendices based learning complemented by emerging Assessment is for − Game-based approaches present an excellent opportunity to Learning criterion. engage students in activities which can enhance learning and produce a range of educational benefits; Summary of findings from the interviews with school leaders − Game-based learning approaches need to be well planned and classrooms carefully organised to engage all students in learning The interviews with school leaders found that: and produce appropriate outcomes; − School leaders were well informed and very enthusiastic about the − Game-based learning approaches build on many children’s role of game-based learning in schools and perceive many existing interests, skills and knowledge and can narrow the gap benefits for teachers as well as students — including harnessing between children’s home and school cultures; children’s current culture, engaging and motivating children and preparing children for future life; The impact of console Executive summary 6 games in the classroom Executive summary − Schools have usually become involved in game-based learning − Many of the teachers accessed and valued the support systems through contact with the LTS Consolarium; coordinated by Learning and Teaching Scotland, local authority Introduction teams and the LTS Consolarium; Summary review − School leaders face a number of barriers in encouraging game- Teaching with games based learning in their schools which include resourcing issues − Many of the teachers were willing to share their practice with and teachers’ initial reticence to get involved; others and believed that more teachers should incorporate Methods game-based learning approaches with their students. School leader perspectives − School leaders believe that the principles underpinning Curriculum for Excellence will provide new opportunities for Summary of findings from the interviews with Teacher perspectives learning; students Student perspectives Games and home life − School leaders believe that changes in teaching and learning in The interviews with students found that: schools are attributable more to Curriculum for Excellence and Case studies the development of active and interdisciplinary learning rather − Students perceived a range of educational benefits as a result of Taxonomy than game-based learning approaches. participating in the game-based learning approaches, including increased collaboration, creativity and communication; Conclusions Summary of findings from the interviews with Recommendations classroom teachers − Students’ responses in general showed how positively they Glossary viewed console games and the projects built around them in The interviews with classroom teachers found that: school; References Appendices − Teachers may have had initial reservations about trying out − Some students found aspects of the projects repetitive, others game-based learning, but those who did, believed it enhanced believed that game-based learning should be included in the learning; curriculum as part of a balance between new and more traditional learning experiences; − Teachers who participated in game-based learning indicated it engaged and motivated their students to a significant extent; − In some classrooms, students found other students playing games whilst they were trying to work distracting. − Many of the teachers were not experienced with the games but allowed their students to guide them with the technology; − Teachers were prepared to alter their classroom practices to incorporate game-based learning activities; The impact of console Executive summary 7 games in the classroom Executive summary Recommendations Introduction The following recommendations have been developed through Summary review careful consideration of the findings from all phases of the project. Teaching with games For policy: Methods − Policymakers should encourage and support schools to introduce School leader perspectives well-planned game-based learning initiatives into classrooms; Teacher perspectives − Policymakers should ensure that flexibility is available within the Student perspectives curriculum and assessment regime to ensure that game-based Games and home life learning can be accommodated; Case studies − Policymakers should ensure that school leaders and teachers are Taxonomy reassured that game-based learning approaches fit with the aims of Curriculum for Excellence; Conclusions Recommendations − Policymakers should continue to support and, where possible, Glossary increase the support given to schools in order to encourage game-based learning approaches. References Appendices For school leaders: − School leaders should encourage and support classroom teachers to introduce well-planned game-based learning initiatives into classrooms; − School leaders should acknowledge that game-based learning approaches present a new challenge for many teachers and they need to be well supported; − School leaders need to continue to work alongside parents for them to understand the educational benefits of game-based learning and to be able to support their children with this. The impact of console Introduction 8 games in the classroom Executive summary Introduction Introduction Summary review Teaching with games Methods School leader perspectives Teacher perspectives Student perspectives Games

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