A Little Knowledge of Game-Theory and Neurophysiology can Improve Learning Outcomes

            While attending the March 2014 NJ EDge Faculty Showcase of Best Practices, a session on Gaming and Curriculum Integration (Zieger & Farber) provided a framework for exploring the role of games as pedagogical instruments.  Implementing game theory to improve learning outcomes has become more popular in the literature so the session was met with anticipation.  When the presenters introduced themselves as "gamers" with a passion for "LARPing" I naturally rolled my eyes.  However, being a dedicated lifelong learner requires an open-mind!

            Clearly, understanding game theory will increase one’s awareness of how game theory can improve learning outcomes.  It is important to differentiate between utilizing game theory to improve learning compared to advocating for the playing of video games during school.  While the former has the potential to expand pedagogical thinking, planning, and intrinsic motivation, the latter too often utilizes time-consuming games in relation to extrinsic-based behavior management. 

            It is important to clarify the difference between game-based learning and gamification.  Gamification seeks to make a non-game into a game.  By contrast, game-based learning uses either actual digital video games or traditional non-electronic role-playing and board games as a classroom tool. 

            Too often game-based learning offers video games, digital apps, and adaptive software platforms. Veteran educators would recall that by 1999 the graphic artists took over many of the quality digital learning tools.  The market wanted designers to wow students and attract parents and teachers alike.  For the most part, the result was a loss in the endeavor of programmers to develop software that promoted anything more than lower order thinking skills (LOTS).  For the sake of more explosions, speed, colors, and noise, much of the learning potential become rote exercises.  Too often, at best, the learning component focused upon automaticity of basic math facts, phonemic awareness, or phonological skills.  Amidst the graphics were basic worksheets.

            Effective utilization of game theory encourages the reframing of traditional assignments into inquiry-based individual or group projects.  This requires the implementation of more mastery-based assessment strategy.  This increases project-based learning and planning for motivational benefits based on game structures. 

            All successful games have four basic elements.  They must be fun.  They must have structure.  They must have a goal.  They must have at least one player.  What might happen if every lesson was developed upon these four elements? 

               Increasing the complexity of the basic elements, there are ten structural elements for games.  These ten structural elements provide a foundation for teachers willing to integrate game theory into educational practice.  The ten structural elements include:

1. Purpose or intent of the game.
2. Results or pay-off.
3. Number of required players.
4. Roles of participants.
5. Rules governing action.
6. Abilities and Skills required for action.
7. Physical setting and environmental requirements.
8. Required equipment.
9. Procedures for action.
10. Interaction patterns.

            Neurophysiology grounds the principles for why consideration of game theory can effectively improve learning outcomes.  In Reality is Broken, McGonigal (2011) cites the work done by Stanford University’s Center for Interdisciplinary Brain Science Research, where researchers identified “Fiero” as an emotion that inspires the craving for challenges to be overcome, battles to be won, and dangers to be vanquished.  Fiero produces a neurochemical high involving diverse brain structures such as the mesocorticolimbic center, which typically associates the circuitry between reward and addiction. 

            In relation to game theory, fiero promotes the feeling of liberation from restrictions and constraints, thereby enabling the student to feel uninhibited, to play (learn) intrinsically.  In the classroom environment, fiero empowers students to be players in their own education.  Given the intrinsically motivating power of fiero, teachers planning for learning opportunities that implements game theory releases students into exciting learning adventures.  

            When structured learning is based on game theory, Shapiro (2014) suggests students intuitively understand the cumulative nature of learning.  As a result, intrinsic motivation increases the desire to master a sequence of skills.  Teachers interested in utilizing gamification can begin by planning a project-based learning project whereby completion of learning units or the demonstration of mastery allows the student to move on to the next step, progression, or level of learning.  Start with development of a basic project that utilizes game-theory and increase the complexity based on subsequent results.

References:

Hoeft, F. (2008) Gender differences in the mesocorticolimbic system during computer game-play.

               Journal of Psychiatric Research 42 (4) 253-258. http://dx.doi.org/10.1016/j.jpsychires.2007.11.010

Huang, W. H. Y.;  Soman, D. (2013). Gamification of education. Research Report Series: Behavioural

               Economics in Action.

McGonigal, J. (2011) Reality is broken: Why games make us better and how they can change the world.

               NYC: Penguin Press

van de Pavoordt, P. (2006) Gamification of education. Retrieved from:

               http://www.few.vu.nl/~eliens/sg/local/essay/12/17.pdf

To Cite:

Anderson, C.J. (July 7, 2014) A little knowledge of game-theory and neurophysiology

               can improve learning outcomes  [Web log post]Retrieved from

               http://www.ucan-cja.blogspot.com/

Use Discussion Board Forums to Promote Active Student Learning

Since many colleagues are currently developing or revising their syllabi for the spring semester, it seems apropos to suggest an active student learning strategy.  Discussion board forums can be an effective alternative to relying upon “pop quizzes” to ensure students are reading course texts or materials.  Thoughtful strategies to reduce the trend toward “aliteracy” will help improve active student learning.  While many instructors find micro-blogging or social media within the classroom either too extreme or provides unintended consequences from allowing internet access during class time, the use of discussion boards is an alternative that can actually promote reading of course material by requiring thoughtful, critical, written responses to divergent questions related to the topical reading material.  The tracking, monitoring, and grading features incorporated into the Blackboard or Moodle student learning platforms allow the instructor to work smarter rather than harder to promote student success and active engagement.  

Effective discussion board forums provide the opportunity to promote higher order thinking skills (HOTS) by requiring effective written discussion.  Instructors setting up effective topics can empower students to take ownership of their learning.  It is important to establish high expectations to avoid “textese” and optimize learning:

• Require word processing before copying, pasting, and posting any response.
• Encourage students to include a related question for a peer or the instructor to subsequently discuss, which thereby builds engagement into the thread.

 Presenting clear discussion board policies with established expectations for both students and the instructor(s) promote success.  Establishing the expectations at the beginning of the semester and following through is key to students’ respecting expectations.  The following models can provide helpful starting points;

Model 1:Students must post their initial response to the initial classroom discussion question by Day X.  A second classroom discussion question must be posted by Day Y of each week.  This model requires the active discussion to be between each student and the instructor.  It does not promote active on-line engagement between students.

Model 2: Students must post their initial response to the classroom discussion question by Day X of each week.  Each student must then respond to at least two classmates’ initial response by Day Y of each week.  This promotes active on-line engagement between students and allows the instructor to monitor participations and selectively respond.

Participation Expectations: Participating in any classroom discussion forum is essential to the learning experience.  By participating in the (weekly) discussions students and instructors share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives.  An instructor should credit participation based on the following:

• Initial posts of 75-100 words should follow a prescribed style/format (APA, 2010) and exhibit word processing before posting.  The initial post should integrate course theories with a practical application of the subject.  For example, the student should offer a personal observation or experience, or reference real-world examples, current events, or cite research conducted on the topic.
• Follow-up responses to classmates’ initial posts should be 40-60 words and:
• Promote interaction in classroom discussion by demonstrating deeper or broader thoughts about the topic
• Mitigates rephrasing what the textbook or another student already stated.   
• Encourage further discussion and ongoing dialogue with other students in the class.
• Present communications that are professional and supportive, using a respectful tone.
• Exhibit proofreading and contain minimal errors in writing mechanics.

To summarize, discussion board questions should be topical, thereby promoting analysis of the reading.  Clear expectations should require synthesis of thought in order to effectively respond.  While a convergent question may draw the student in, a divergent question is needed to promote HOTS and increase the fidelity and thoroughness of the discussion/debate.

 

To Cite:

Anderson, C.J. (January 7, 2014) Use discussion board forums to promote active student learning
            [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

Promoting Active Student Learning Through Discussion Boards

Do you often rely on “pop quizzes” to ensure students are reading course texts or materials? In a culture bombarded my multi-media traditional reading requires thoughtful strategies to reduce the trend toward “aliteracy”. While micro-blogging or social media within the classroom seems to be an extreme response, the use of discussion boards can promote reading of course material by requiring thoughtful, critical, written responses to questions related to controversial or relevant issues based on the topical reading material. The tracking, monitoring, and grading features incorporated into the technology can allow the instructor to work smarter rather than harder to promote student success and active engagement.
Discussion Boards can promotes higher order thinking skills (HOTS) by requiring effective discussion through writing. Instructors setting up effective topics can empower students to take ownership of learning. Obviously it is important to establish high expectations to avoid “textese”:

Require word processing before copying, pasting, and posting.
Encourage students to include a related question for a peer or the instructor to subsequently discuss thereby building the thread.

Clear discussion board policies established between student and faculty expectations are essential for success. The following models can provide helpful starting points:

Discussion Questions should be topical and promote analysis of the reading and synthesis of thought in order to respond. A convergent question may draw the student in but a divergent question promotes HOTS and more discussion/debate.
Model 1:Students must post their initial response to the initial classroom discussion question by Day X, and the 2nd classroom discussion question by Day Y of each week.
Model 2: Students must post their initial response to the classroom discussion question by Day X of each week. Responses to at least two classmates’ initial response must be done by Day Y of each week.
Participation: Participating in classroom discussion is essential to the learning experience. By participating in the weekly discussions students and instructors share experiences, investigate complicated subject matter, share expertise, and examine the content from new perspectives. An instructor should credit participation based on the following:

• Initial posts should be 75-100 words, using APA format, and be word processed before posting. The initial post should integrate course theories with a practical application of the subject. For example, the student should offer a personal observation or experience, or reference real-world examples, current events, or present further research he or she conducted on the topic (cite as needed).

Follow-up responses to classmates’ initial posts should be 40-60 words and:

• 
  
  Promote interaction in classroom discussion by demonstrating deeper or broader thoughts about the topic, rather than just rephrasing what the textbook or another student already stated.
  


• 
  
  Encourage further discussion and ongoing dialogue with other students in the class.
  


• 
  
  Present communications that are professional and supportive, using a respectful tone.
  


• 
  
  Exhibit proofreading and contain minimal errors in writing mechanics.