The impact of games in the classroom

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.

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The impact of console

Declaration & Acknowledgements

2

games in the classroom

Jen Groff, Cathrin Howells and Sue Cranmer Futurelab 2010

Declaration

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 games in the classroom

Executive summary

04

Introduction

08

Summary review of the literature

11

Teaching with games

17

Methods

22

School leader perspectives on

25

console game-based learning

Classroom teacher perspectives on

36

educational gaming

Student perspectives on educational

48

gaming

3

Games and home life

54

Case studies of classroom level

58

activity using console games

A taxonomy of educational benefits 75 of gaming in school

Conclusions

78

Recommendations

81

Glossary

83

References

85

Appendices

88

The impact of console

Executive summary

4

games in the classroom

Executive summary Introduction 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

Executive summary

The impact of console

Executive summary

5

games in the classroom

Executive summary Introduction 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

This research was commissioned by Learning and Teaching Scotland (LTS) in partnership with Futurelab. The main focus of the project was to identify the educational benefits of console gamebased learning in primary and secondary schools. The project also sought to understand how the benefits of educational gaming could transfer to other settings and, in particular, how the model of the Learning and Teaching Scotland Consolarium ? the national centre for games and learning that explores and supports game-based learning (GBL) in the classroom ? could be modified, extended or enhanced. For this purpose, research was carried out in classrooms in Scotland to explore learning with games played on games consoles, such as PlayStations, Xboxes and Wiis. Interviews were carried out with school leaders, classroom teachers and students in 19 schools followed up by a series of lesson observations in four of these schools.

Key findings

Drawn from all phases of the research ? senior leadership and teacher interviews, student focus groups, and classroom observations ? key findings of the project are:

- Game-based approaches present an excellent opportunity to engage students in activities which can enhance learning and produce a range of educational benefits;

- Game-based learning approaches need to be well planned and classrooms carefully organised to engage all students in learning and produce appropriate outcomes;

- Game-based learning approaches build on many children's existing interests, skills and knowledge and can narrow the gap between children's home and school cultures;

- Game-based learning approaches can increase communication between parents and teachers and school leaders and enhance parental engagement in children's learning;

- Teachers often have to overcome a number of barriers and reservations about using game-based learning approaches in classrooms, however when they do so, they are convinced of the results;

- Game-based learning approaches have the capacity to increase teacher motivation;

- Teachers need support, from peers, school leadership and outside resources, in order to use games well for learning and mediate them effectively;

- Resourcing game-based learning approaches can be difficult. Further support would be beneficial;

- Curriculum for Excellence is seen by the people interviewed for the study as an opportunity to try out new things such as gamebased learning complemented by emerging Assessment is for Learning criterion.

Summary of findings from the interviews with school leaders

The interviews with school leaders found that:

- School leaders were well informed and very enthusiastic about the role of game-based learning in schools and perceive many benefits for teachers as well as students -- including harnessing children's current culture, engaging and motivating children and preparing children for future life;

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