Running Head: Complete Title of Thesis Top Margin= 1 inch
INTERACTIVE ECONOMICS: SUPPLY AND DEMAND
Interactive Economics: Supply and Demand
Submitted to Cynthia Sistek-Chandler
By
Anne M. Wolff
In partial fulfillment of the requirements for the
Master of Science in Educational and Instructional Technology
National University
(Campus Location—San Diego)
3/2013
The Capstone Project entitled Interactive Economics: Supply and Demand is approved by:
Signature_______________________________________________ Date___________
Cynthia Sistek-Chandler, Capstone Faculty Advisor, School of Education
We certify that this Capstone Project by entitled , in our opinion, is satisfactory in the scope and quality as Masters of Science project for the degree of Master of Science in Educational and Instructional Technology in the School of Media and Communication, at National University.
Signature_______________________________________________ Date___________
Cynthia Sistek-Chandler, Ed. D., MSEIT Lead Faculty
Signature_______________________________________________ Date___________
Kenneth Fawson, Interim Dean, School of Education
Copyright © 2013 by Anne M. Wolff
All Rights Reserved
Table of Contents
ABSTRACT 6
CHAPTER 1: Introduction 7
Introduction 7
Background of the Study 8
Statement of the Instructional/Training Problem 9
Purpose 9
Delimitations 9
Definitions 10
Summary 11
CHAPTER 2: Review of the Literature 13
Introduction 13
Purpose of the Project 16
Current Research Developments 18
Summary 22
Learning Theory 24
Project Design 25
Educational Requirement 25
Preliminary Extant Data Analysis 26
Goal 26
Audience 27
Schedule 27
Target User Profile 29
Procedure 29
Ethical Considerations 31
Summary 31
CHAPTER 4: Project Evaluation and Discussion 33
Project Evaluation 33
Usability Testing 34
Instructional Evaluation Test 35
Data Presentation 36
Discussion 37
Limitations 38
CHAPTER 5: Summary and Conclusion 39
Conclusion(s) 40
Implications for Teaching/Training 41
Implications for Further Research 41
REFERENCES 43
APPENDICES 47
Appendix A: Assessment Test Script 47
APPENDIX A: Assessment Test Script 48
Appendix B: Assessment Test Invitation 50
APPENDIX B: Assessment Test Invitation 51
Appendix C: Visual Storyboard 53
APPENDIX C: Visual Storyboard 54
Appendix D: Confidentiality and Nondisclosure Agreement 59
APPENDIX D: Confidentiality and Nondisclosure Agreement 60
Appendix E: Observation Form 61
APPENDIX E: Observation Form 62
Appendix F: Post-Session Questionnaire 63
APPENDIX F: Post-Session Questionnaire 64
Appendix G: Student Pre-Test 67
APPENDIX G: Student Pre-Test 68
Appendix H: Student Reaction Survey 70
APPENDIX H: Student Reaction Survey 71
Appendix I: Teacher Reaction Survey 75
APPENDIX I: Teacher Reaction Survey 76
Appendix J: Student Post-Test 78
APPENDIX J: Student Post-Test 79
Appendix K: Second Life Student Waiver Form 80
APPENDIX K: Second Life Student Waiver Form 81
ABSTRACT
Not all learners learn in the same way. Students identified as English Language Learners and individuals who require specialized academic instruction have been disenfranchised when being taught in the traditional classroom setting. Opportunities to match teaching style to learning style have been developed utilizing technology of the 21st century. Research shows that interactivity, whether it is with discussion groups, playing simulation games, and/or engaging in computer based learning, increases the potential to comprehend abstract academic content. By creating this U-learning course that targets the concepts of supply and demand presented in Economics, students and teachers were both challenged with the possibility of teaching and learning in a new way. The outcome of this course found that not only were the teachers and students engaged in the learning, they were motivated to return to this type of learning format and found it to be very effective in teaching the course content.
CHAPTER 1: Introduction
Introduction
In the state of California, High School Economics is a required course to earn a diploma. The curriculum is very abstract and requires a great deal of critical thinking as well as an understanding of advanced vocabulary and concepts. It can be even more complex for students who learn differently due to learning disabilities. Students who are identified as second language learners also have trouble accessing the curriculum and making progress. Modifications and accommodations need to be in place to meet the needs of these populations. The purpose of this Instructional Course, entitled Interactive Economics: Supply and Demand, is to assist students who have learning barriers so they can demonstrate an improved understanding in the subject of economics through educational interactivity. This course utilizes content that research has shown to help those who require alternative methods of educational instruction in order to grasp a new and complex subject. Researchers have argued that learning through play helps to create a more effective learning environment (Amory, Naicker, Vincent, Adams, 1999). By allowing the learner to experience educational interactivity through online games, students who once had struggled to comprehend complicated subjects will be able to learn through exploratory and interactive methods of education. .
Researchers have found that by incorporating a variety of teaching styles to meet the learning styles of the classroom, students are able to have a more effective education (Hsieh, Jang, Hwang, Chen, 2011). Educational interactivity encompasses the most widely known learning styles: visual, auditory, and sequential and global learning styles. Interactivity in the classroom combines these learning styles. Games intrinsically incorporate these styles and are motivating activities to keep the learner engaged in the learning process. Interactive games assist in turning a complex subject, such as Economics, into a more understandable subject matter. It is a viable option that should be embedded into the curriculum for the course.
Background of the Study
As part of the state requirements to earn a high school diploma, twelfth grade students need to pass a semester course in Economics. At the present time, there are no online high schools Economics classes designed specifically for English Language Learners as well as students who require specialized academic instruction. This project has been developed to target this specific need. These populations have been disenfranchised and in order to provide them with opportunities to demonstrate their knowledge, this online course has been developed.
Determining how students learn best is of upmost importance when developing curriculum whether for the brick and mortar building or the online classroom. “There is a strong intuitive appeal in the idea that teachers and course designers should pay closer attention to students’ learning styles” (Coffield, Moseley, Hall, Ecclestone, 2004, p. 1). As students with different learning styles beome easily distracted, frustrated and disengaged in the learning, a game format delievered as part of the online curriculum can help faciliate and encourage learning. “…Early research on games demonstrates that games create intrinisic motivation through fantasey, control, challenge, curiosity, and competition” (Squire, 2005, p. 4). Based on the learning theory of behaviorism, this online course will provide interactivity which is seen as an intrinisic motivator in itself.
Statement of the Instructional/Training Problem
The problem is there are no online Economics courses for twelfth grade students identified as English Language Learners and in need of specialized academic instruction. These students demonstrate the need for modifications and accommodations to the standard teaching styles now offered in the secondary school system. Due to their varying learning styles, the instructor of an online course will be able to provide all of these learners a multimedia presentation on the subject of Economics that will encourage and facilitate their learning. As online games are challenging, research has shown that they can be “…fun, engaging, and immersive, requiring deep thinking and complex problem solving” (Squire, 2005, p. 2). This online course will tackle the complicated content of this abstract course in Economics.
Purpose
The purpose of this course is to teach twelfth grade students Economics through online instruction in an interactive, engaging way where students begin to integrate the concepts of supply and demand.
Delimitations
This online course, Interactive Economics: Supply and Demand requires that the teachers and students have an intermediate to advanced level of understanding of online interactivity. This includes but is not limited to the ability to play multiplayer games. Since it is a course that is designed to be accessed via tablets and personal computers, the teacher will be able to upload their course material at their convenience. This will not impact their regularly scheduled workday. Students will need to have Internet access in order to interact with the coursework, teacher, and fellow students. In addition, students will be able to gain access to the online course at their convenience to complete the required assignments. This eliminates the difficulty of finding time to complete course work due to work constraints be it on the part of the teacher and/or student. Using the Learning Management System Moodle, they will need a headset in order to participate in the online simulation through Second Life.
The financial constraints of this online course require that the school where the student attends needs to rent textbooks in order to supply the registered students with the needed material in order to complete the coursework. The rental fee will be needed to cover the cost of the publication(s) in addition to the online simulation through Second Life.
Definitions
For purposes of this project, the flowing terms are defined:
• Auditory Learning Style ~ an auditory learning style refers to the ability of learners to “…get more out of textual representations, regardless of whether they are written or spoken” (Graf, Kinshuk, Liu, 2009, p. 6).
• Visual Learning Style ~ a visual learning style refers to learners “…who remember best what they have seen (e.g. pictures, diagrams, flow-charts and so on)…” (Graf et al., 2009, p. 6).
• Sequential Learning Style ~ students that learn in a sequenced manner do so “…in small incremental steps and therefore have a linier learning progress” (Graf et al., 2009, p. 6).
• Global Learning Style ~ “…global learners use a holistic thinking process and learn in large leaps” (Graf et al, 2009, p. 6).
• Ubiquitous Learning or U-Learning ~ this learning requires the use of mobile devices and Internet in order to engage “…enable learners to learn using a variety of digital resources form anywhere in the world at anytime” (Hsieh et al., 2011, p. 1194).
• Interactive ~ for the purposes of this project, the term interactivity refers to a two-way reciprocal interaction. It involves a multimedia use by individuals enrolled in the program.
• English Language Learners ~ an English Language Learner is someone who’s primary language is other than English.
• CELDT ~ the California English Language Development Test is a standardized assessment tool used to assess students English Language proficiency.
• Multiple Intelligences ~ an individual is capable of having multiple intelligences rather than just one. These intelligences can be in the areas of music, interpersonal, and intrapersonal as well as spatial and visual intelligences.
Summary
Interactive Economics: Supply and Demand is designed to facilitate learning of Economics for students identified as being English Language Learners as well as students who need specialized academic instruction. As there are currently online classes that target these populations, this project will enhance and encourage the understanding of abstract concepts delivered through the Economics’ curriculum. As it is an online course, accessibility when convenient for both the instructor and student are available, will allow all stakeholders in this online course format to be able to matriculate through the coursework on their own time. Targeting various learning styles as the project encompasses visual, verbal, sequential, and global learning styles, this project has the potential to accommodate all of the participants in this project. Online simulations and computer games are technologically and intrinsically motivating. Therefore, targeting a complex and challenging academic course in Economics will allow for the learning to take place. In addition, students will ne given interactive assignments to access their overall learning of the coursework.
CHAPTER 2: Review of the Literature
Introduction
Historically, education has evolved to facilitate learning across a myriad of domains. Utilizing researched based materials and techniques, the students in our educational system have been provided with the most up-to-date academic curriculum delivered in the established format of a brick and mortar building. The challenge that educators face is to encourage and motivate learning in the 21st century. New instructional and learning approaches need to “…carefully consider students’ learning patterns or styles and incorporate this in the design of new instructional…” approaches or tools (Hsieh et al., 2011, p. 1194). In order to involve the students in learning, teachers need to investigate the continuum of teaching strategies to develop active learners. “A growing number of authors believe that the new generation of students is fundamentally different from former generations, mostly because of changes in their media consumption patterns” (Bourgonjon, Valcke, Soetaert, Schellens, 2010, p. 1145). The learners of this generation are delivered into a multimedia environment. It has been observed that young children seemingly know how to interact with technology simply by watching their parents and siblings interact with Smartphone, tablet computers, remote controls and hand held games. “Understanding students’ perspectives could help instructors to integrate instructional technology in the classroom, thereby improving and enhancing the learning process” (Bourgonjon et al., 2010, p. 1145).
It is of upmost importance that teachers determine the students’ learning styles in their classroom setting in order to improve and expand learning. The research indicates that there are many different styles of learning, which can be defined as “…an individual’s preferred way of learning” (Graf et al., 2009, p. 3). The challenge for teachers is to ascertain this information in order to prepare learning material in the way that the students learn best. Analyzing patterns of behavior in the learning process will assist everyone involved. Having knowledge of the various dimensions of learning will make it easier for teachers to teach and learners to learn.
Prior to developing curricular material, educators need to understand and adopt current learning theory practices. Behaviorism, explored by Skinner, Pavlov, Thorndike and Watson, found that learning comes through drill and practice. Cognitivism, described by Beck, involves intrinsic motivation. Piaget wrote about Constructionism. He stated
During the 1930s and 1940s, constructivism was the leading perspective among public school educators in the United States. In this theory, the emphasis is placed on the student rather than the teacher. Teachers are seen as facilitators or coaches who assist students construct their own conceptualizations and solutions to problems. (Clark, 2010, p. np)
A new learning theory, identified as Activity theory by Vygotsky, has been discussed in the literature as investigating learning opportunities utilizing educational games. These educational games create “…collaborative learning environments…where players interact with other subjects resulting in the expected learning outcome…” (Paraskeva, Mysirlaki, Papagianni, 2010, p. 502). As learning is based on scaffolding information, the Activity theory is believed by most educators to be an important factor in the educational process. In order to create dynamic learning environments, teachers need to incorporate all of these frameworks.
There are four dimensions of learning styles reviewed in the literature. The four styles of learning are active, reflective, sensing, and intuitive. These four learning styles are important for this project in that they focus on learners who are identified as needing modified academic instruction. One dimension of learning is identified as active or reflective learning. Graf describes active and reflective learning as a processing function.
This dimension distinguishes between an active and reflective way of processing information. Active learners learn best by working actively with the learning material, by apply the material, and by trying things out. Furthermore, they tend to be more interested in communicating with others and prefer to learn by working in groups where they can discuss about the learned material. In contrast, reflective learners prefer to think about and reflect on the learning material. Regarding communication, they prefer to work alone. (Graf et al., 2009, p. 5)
An active learner is more motivated to learn by interacting with material presented in a dynamic way. This includes but is not limited to video games and multi-player online games. A reflective learner, on the other hand, will spend time reflecting on the learning material rather than interacting with peers and involved with discussions.
Another style of learning is labeled as sensing/intuitive learning. Individuals who prefer the sensing learning style are very pragmatic and enjoy learning facts about concrete information. Liking to solve problems, sensing learners are characterized as applying what they learn to the real world. They are patient and practical.
In contrast, intuitive learners prefer to learn abstract material, such as theories and their underlying meanings, with general principles rather than concrete instances being a preferred source of information. They like to discover possibilities and relationships and tend to be more innovative and creative than sensing learners. (Graf et al., 2009, p. 5)
The learning style tendency of a sensing learner is one who is well prepared and understands classroom and homework assignments and performs well on exams. In addition, they apply what they have previously learned to new information. Intuitive learners are more abstract in their thinking process and enjoy developing new solutions to problems. Therefore, when asked to be problem solvers, they thrive on being challenged to come up with new solutions.
A third learning style is described as visual/verbal learning. As the label depicts, the learner who best understands pictures, charts and diagrams, is someone who learns better visually. A verbal learner is one who understands spoken or written language more easily than graphically presented information. When referring to verbal learners interactivity with online games, one would expect an increase in their usage, as they are motivated by communicating and interacting with others. Visual learners on the other hand, would also visit online games that presented figures and graphics that enhanced the game experience. Communicating with others would not be a key factor in returning to the game.
The final learning style dimension is classified as sequential/global learning. “Sequential learners learn in small incremental steps and therefore have a linear learning progress. In contrast, global learners use a holistic thinking process and learn in large leaps” (Graf et al., 2009, p. 6). Sequential learners are invested in details whereas the global learner is interested in the overview of the learning. Performance based obserations and assessments can differentiate between these two learning styles in that a sequential learner will do better on assessments dealing with details. A global learner will perform better presenting their overview of the knowledge they have learned.
Purpose of the Project
There are disenfranchised learners in the educational system who do not make adequate academic progress based upon the current curriculum guidelines. These learners, for the purposes of this project, are labeled as English Language Learners and students who require specialized academic instruction. Attempting to navigate the curriculum standards for someone who is limited English Proficient can be problematic as their understanding and use of English is compromised. A student identified with a learning disability demonstrates the ability to learn but needs modified instructional strategies in order to make academic progress. A challenge for the classroom teacher of these types of learners is to find motivating materials and tools to keep them engaged in the learning. Implementing online simulations and computer games as educational tools within the classroom setting can be seen as motivators for these types of learners. “Computer games enhance learning through visualisation [sic], experimentation, and creativity of play and often include problems that develop critical thinking” (Amory et al., 1999, p. 312). Game based learning is a recent addition in the academic setting. Many researchers have found that due to the predisposition of learners to understand technologically based learning materials, students who require modified learning environments in order to make academic progress are motivated by computer games. Game based learning “…enables learners to adapt learning to their cognitive needs and interest and provide motivation for learning. Some recent reviews have indeed shown that game based learning can be more effective than conventional instruction such as lectures or classroom instruction” (Wouters, Oostendorp, 2012, p. 412).
Interactivity is also a motivational factor when attempting to engage learners who face academic challenges in the core curriculum. Reflecting on the activity theory of learning, dynamic and inspiring academic projects will interest learners who need modified learning opportunities. The interactivity allowed for in this theoretical approach emphasizes internalization and externalization of information. Collaboration in order to modify outcomes is key for learners who face academic challenges.
Computer simulations have special value as they offer a high potential for interactive learning. Interactivity and control of the learning matter are seen as important motivational learning factors supporting the learning process. Computer simulations are expected to support the learners cognitively and emotionally and thus lead to increased learning gains. (Yaman, Nerdel, Bayrhuber, 2008, p. 1784)
Intrinsic motivation can be heightened when the individual student is interested in the subject matter. That being said, an online course in teaching aspects of economics is not necessarily going to be an area of interest for the students targeted in this project. In order to create interest and keep the learner engaged in the course work, multimedia based teaching is very important.
Current Research Developments
Researchers have begun to investigate the effects of video games when utilized to enhance academic instruction. The question has been as to their relevance. There is substantial research that purports that individuals spend hours playing games online. These online games have been characterized as “…fun, engaging, and immersive, requiring deep thinking and complex problem solving” (Squire, 2005, p. 2). In the opinion of some researchers, the traditional way of providing academic instruction is not working. The question that educators need to ask themselves is how online games can support learning and not whether they should use them or not. In the learning dimension style characterized as sequential/global, it was discussed that a sequential learner learns information in bits and pieces. A global learner is more holistic. Constructism purports that sequential learning does not aide in the development of self-regulation in the learning process. Sequential learning promotes helplessness in that the learner is not required to internalize the academic information they have heard. There is no problem solving incorporated in the traditional academic format. Integration of information does not become cognitively important to the learner. On the other hand, games and game based learning environments support the global learning style dimension. “Game-based learning environments start with failure. As learners play games, they build a model of the game world based on experiences within the game and outside of it. Through bumping up against the rules of a game system, which include tens of thousands of interacting variables and are thus incredibly complex and challenging to master, players begin to learn concepts important to academic subjects” (Squire, 2005, p. 5). It is important for the educator to remember that, as motivating as online games can be, there mandatory use as part of a curriculum can also have a downside effect. “Educators need to be careful that bringing games into schools does not rob them of preciously those qualities that make them so engaging (Squire, 2005, p. 6).
The Montessori system, an educational approach, encourages students to engage in asking questions of interest to them. Allowing the students to make purposeful choices as to how and what and where they learn, facilities and encourages their active participation in the learning. Online educational games have the same potential. Some researchers define the current form of teaching or learning as a form of social control. In order for optimal learning of all students, including those targeted in this project, there needs to be a change in the culture of teaching. These changes would include:
1) Organizing curricula around driving questions of personal relevance to students; 2) opportunities for different students with different interests, abilities, and capacities to learn different topics, at different rates, and through different media, such as books, games, and film; 3) school days and curricula not organized by the Carnegie unit but by rather students’, parents’, and teachers’ goals for the student; 4) not limiting the learning experiences in the classroom to the media that administrators or teachers find useful; 5) treating assessments primarily as opportunities to support learning as opposed to evaluative structures that function largely to support social reproduction. (Squire, 2005, p. 8)
Utilizing technology along with incorporating the Montessori style of teaching will motivate learners.
The use of educational games in the classroom setting can encourage students of all ability levels to integrate what has been presented in a lecture format into a reflective and intrinsic evaluation of the learning. All learners should be able to have a repertoire of learning styles in order to progress through the academic instruction at the secondary level. This does not mean that they should ignore their learning strengths, be it visual or verbal, active or reflective, sequential or global. “As students move from didactic forms of instruction to settings with a mixture of lectures, seminars and problem-based learning, it may become possible for them to use a range of approaches” (Frank, David, Elaine, Kathryn, 2004, p. 3). It has been shown in the research that the environment, which includes the classroom setting as well as the online environment, has considerable influence on the development of the students cognitive skills and abilities. In addition, educators when giving assessments utalizing visual representations that have been taught, found that the student learning curve is significantly enhanced. Therefore, educational online games are proven to be advantageous when presented in the correct way to support learning.
There has been limited study of games and simulations used in formal leaning contexts. Not only do formal educators need to incorporate these types of media educational tools, tutors should also encompass the use of these similar strategies when supporting academic learning.
The trend towards increasing use of games and simulations for teaching has important implications for understanding how informal and formal learning can support and reinforce one another in order to accelerate learning, support higher-order cognitive development and strengthen motivation in skills-based learning. (Freitas, 2006, p. 250)
As has been reported in the literature, gaming by all individuals has become more and more relevant in today’s society. The question that researchers have however, is how to determine what games are going to support academic progress.
While there is clearly a need for baseline research into how games and simulations are currently being used in the home and for learning, general trends in the research indicate the increasing popularity amongst learners for using serious games and simulations to support curricula objectives. (Freitas, 2006, p. 250)
Some authors feel that there should be a massive overhaul of the educational system so that learning takes place in less formal settings and becomes more game-like. Other researchers have questioned the generalization of academic knowledge based on game format. “The issue is the educational benefit that learners can create in one context given their experience in another” (Freitas, 2006, p. 252). The role of the educator, be it a classroom teacher, an online instructor or a tutor, is to encourage and facilitate the learning of a particular content. Analyzing the student’s learning style, their motivation to learn and their familiarity with multimedia learning tools, the facilitator is capable of empowering the student creating cognitive pathways of learning.
There are a number of existing frameworks that supply evaluation tools concerning technology and new learning. Three such tools are “…TILT, CIAO! and Flashlight frameworks…” (Freitas, 2006, p. 252). All three frameworks examine the relationships between the learners and technology, the attitude and outcomes, and the use of interviews, observations and document analyses to determine learner outcomes. Another format of evaluation of technology is in the implementation of diegesis. “Diegesis is a term used frequently in film studies and means the world within the narrative film or the story world” (Freitas, 2006, p. 252). This term has been used in the computer industry when describing an internal world of a computer game. This format allows teachers to look at how they can embed games and simulations into their lesson plans. As other research has indicated, making online games mandatory can have negative effects on students. When teachers implement online games and simulations that are deemed motivating by the students, learning is enhanced not only for that learning time but long term memory of the educational material is better. It is important for educators, no matter their content area or place of classroom environment, to remember to facilitate learning by utilizing “…critical and reflective processes…” (Freitas, 2006, p. 262). Students who benefit from specialized academic instruction as well as English Language Learners, must have multi-modality, as well as multimedia presentations of academic material in order to access their learning. All personel who work with these populations need to have access to and the knowledge base to implement online games and simulations to maximize the learning potential of these populations.
Summary
The literature reviewed for this project has provided insight into recent developments in the field of technology and how it is used in the academic setting. With the increased use of gaming for personal satisfaction in the home setting, it makes sense that the same type of game format can be utilized in the academic setting to encourage and facilitate learning for English Language Learners as well as those students needing specialized academic instruction. Researchers have found that the current pedagogy of teaching a curriculum in lecture format is not meeting the needs of the 21st century student. Formats have been developed for organizing and developing parent, student, and teacher based educational programs that meet the cultural demands of today’s academic environment. It is important to incorporate multimedia presentations to engage all learners to maximize the potential for learning. This is a relatively new pedagogy and further research is needed in order to encourage and facilitate a cultural change in today’s academic environment.
CHAPTER 3: Project Design
Learning Theory
Interactive Economics: Supply and Demand incorporates learning theories of constructivism and behaviorism. Utilizing active learning theory, students relate the information that they network with to “…prior knowledge, thus mental representations are subjective” (n.a., 2013). Vygotsky and Piaget were actively involved in the development of this learning theory. This theory is applicable to this project because it is based on scaffolding and problem based learning. Utilizing multi-modal opportunities to engage with the learning, students will be able to interpret what they hear and read and construct their own knowledge base.
Behaviorism is described as a “…principle of stimulas-response. All behavior is caused by external stimuli” (n.a., Behaviorism, 2013). Skinner and Pavlov are considered the originators of this learning theory where the learner passively reacts and responds to an external stimulus. Using positive and negative reinforcement will “…increase the probability that the antecedent behavior will happen again” (n.a., Behaviorism, 2013). The outcome of the learning “…is therefore defined as a change in the behavior of the learner” (n.a., Behaviorism, 2013). Interacting with the online game format that is offered for this online course will give the learner immediate positive and negative reinforcement.
The target population for this U-learning course is high school students 17 to 18 years of age who benefit from differentiated learning strategies and tools. In order to grasp abstract concepts, such as supply and demand, individuals identified with learning disabilities and those who are English Language Learners need to be presented a varied array of learning tools. Interpersonal and intrapersonal encounters will encourage and facilitate the learner in creating their own knowledge regarding the concepts that are presented. By interacting with each other using Second Life, the students can increase their abilities to understand the content by sharing of ideas across a variety of opportunities. The target audience for this project have been given a technology-based advantage in that they were born during the technology era. Therefore, they innately understand the concepts of positive and negative reinforcement of online gaming. Both learning theories presented are key concepts in the learners’ learning style.
Project Design
Interactive Economics: Supply and Demand used the ADDIE process when creating its instructional design. The acronym ADDIE stands for a five-step process in designing an instructional program. The five steps are: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. This is a quick method that is advantageous to be used for this type of learning course. There are many different variations of the ADDIE model used in U-learning as well as traditional academic forums. Each level of the ADDIE process is based upon the previous step. Therefore, when the evaluation step takes place, all of the other levels in this instructional design model have been implemented and reviewed. As this U-learning course is to be accessed by students on their own time, the ADDIE model of instructional design is the easiest and most effective model at this time.
Educational Requirement
As stated in the California Common Core standards, all twelfth grade students must pass a semester of Economics. Students enrolled in this U-learning course were those that were identified as needing specialized academic instruction as well as those labeled English Language Learner. As this population needs modified instructional strategies in order to make academic progress, the implementation of this U-learning course was offered to all those that met the requirements. All students needed to demonstrate intermediate to advanced level understanding and use of computers and online gaming.
Preliminary Extant Data Analysis
As mandated in the California Common Core standards, all twelfth grade students must pass a semester of Economics. At the current time, there are no U-learning courses that are developed to meet the needs of those students who require specialized academic instruction due to a learning disability or their level of English Language proficiency. This is an area that needs extensive research in order to design appropriate instructional materials and methodology in order to meet the demands of these unique populations. The purpose of this project is to encourage and facilitate others to participate in the process.
Goal
The instructional goal of this project is to use interactivity as an educational tool to teach the concepts of supply and demand in a twelfth grade Economics class.
Upon completion of this course, students will be able to:
• Define the terms demand and supply
• Define the term schedule as it applies to demand and supply
• Provide examples of demand and supply curves
• Describe elasticity as it applies to demand and supply
• Describe the effects of change of quantity as it applies to demand and supply
• Describe the income effect and measures of cost as it relates to demand and supply
• Describe how technology plays a role in demand and supply
Audience
The target audience for this Capstone Project is twelfth grade English Language Learners who are considered at the Advanced Level on the CELDT (California English Language Development Test) and students who qualify for specialized academic instruction enrolled in Economics. These students require modified teaching strategies in order to access the curriculum and make progress towards meeting the State Standards in Economics and earning a high school diploma. Determining educational strategies to encourage and facilitate learning for this audience is paramount in creating academic success. Allowing for multi-modality teaching and interactivity such as the use of on-line games will provide opportunities to increase learning.
Schedule
|Week # |Assignment Description |Due Date |
|Week 1 |Sign and submit Second Life Waiver Form |First Tuesday of week 1 |
|Week 1 |Take part in chat via Second Life |First Wednesday of week 1 |
|Week 1 |Initial response for discussion post 1 |First Friday of week 1 |
|Week 1 |Peer response for discussion post 1 |First Sunday of week 1 |
|Week 1 |Begin work in Second Life |Ongoing throughout course |
| |Business Owners: Elect main owner and begin to build store on National | |
| |University Island. Remember to work together. | |
| |Consumers: Begin accessing how the business owners are doing. Take notes for | |
| |final PowerPoint presentation. | |
|Week 1 |Take week 1 vocabulary quiz |First Friday of week 1 |
|Week 2 |Take part in chat via Second Life |Second Wednesday of week 2 |
|Week 2 |Initial response for discussion post 2 |Second Friday of week 2 |
|Week 2 |Peer response for discussion post 2 |Second Sunday of week 2 |
|Week 2 |Continue work in Second Life |Ongoing throughout course |
| |Business Owners: Listen to what the consumers have to say regarding your store | |
| |set up. | |
| |Consumers: Continue to access how the business owners are managing their store.| |
|Week 2 |Take week 2 vocabulary quiz |Second Friday of week 2 |
|Week 3 |Take part in chat via Second Life |Third Wednesday of week 3 |
| |We will switch roles during this chat. | |
|Week 3 |Initial response for discussion post 3 |Third Friday of week 3 |
|Week 3 |Peer response for discussion post 3 |Third Sunday of week 3 |
|Week 3 |Switch roles in Second Life. Business owners are now the consumers and |Ongoing throughout course |
| |consumers are now the business owners. Remember the notes you gave each other | |
| |and apply it to your new roles. | |
|Week 3 |Take week 3 vocabulary quiz |Third Sunday of week 3 |
|Week 4 |Take part in chat via Second Life |Fourth Wednesday of week 4 |
|Week 4 |Initial response for discussion post 4 |Fourth Friday of week 4 |
|Week 4 |Peer response for discussion post 4 |Fourth Sunday of week 4 |
|Week 4 |PowerPoint presentation about what you learned about creating and managing a |Fourth Sunday of week 4 |
| |business. Turn into dropbox. | |
|Week 4 |Take week 4 vocabulary quiz |Fourth Sunday of week 4 |
Target User Profile
|Following are the characteristics of the target user for … |
|User Characteristic |Comment |
|Male and Female twelfth grade English Language Learners and students who |The English Language Learners must be classified |
|receive Specialized Academic Instruction taking an Economics Class |as Advanced on the CELDT (California English |
| |Language Development Test) |
|Average age: 17 to 18 years of age | |
|Education level: High School Seniors on a Diploma track | |
|Computer use Familiarity: Intermediate to Advanced | |
|Prior Knowledge of Interactive Games: Intermediate | |
|Knowledge of Economic Terminology: No prior knowledge | |
Procedure
This course was designed utilizing the standardized textbook provided to twelfth grade students enrolled in Economics. The content information required for them to learn and the strategies and media links that were provided in the classroom setting were identified and evaluated as to their effectiveness. It was determined that, after careful consideration, that the students identified as English Language Learners and in need of specialized academic instruction due to learning disabilities, were being disenfranchised as they were not given effective educational tools to encourage and facilitate their learning. It was important for the project to offer high interest instructional strategies and tools in order to motivate the learners.
“The assessment test is probably the most typical type of usability test conducted. Of all the tests, it is probably the simplest and most straightforward for the novice usability professional to design and conduct.” (Rubin & Chisnell, 2008, p. 34). Using this format as a guide, a script (see appendix A) for the person administrating the test to assess the product, an introduction letter (see appendix B) to the individual being tested and an evaluation instrument to be given at the end of the usability test were implemented to insure that the students were engaged in the learning. The procedures allowed the tester to know if the students knew where to go throughout the course.
The next step in creating this course was in the formation of the visual storyboard (see appendix C). A visual storyboard allows the learner to see the progression of the coursework and the content. Using the CRAP model of instructional design, 1) contrast, 2) repitation, 3) alignment, and 4) proxmity, the storyboard follows the content of the class in an organized way to encourage and faciliate learning of the students who were identified for this project. As this course is limited to four weeks and the amount of material that needs to be covered in that amount of time is substantial, the content was broken down in order for it to be attainable in that amount of time.
Finally, the course was designed using the Learning Management System Moodle. Utalizing Apples free iBooks Author software, lectures were created and distributed to the iBook store. The lectures were also exported in PDF format for printable access. In addition, discussion forums, chats via Second Life, and vocabulary assessments were applied.
The weekly course content included multimedia/hypermedia lectures created for ios systems, objectives, discussion questions, class chats via Second Life, and vocabulary assessments. Students were guided to resources that were embeded in the digital lectures created for ios systems. Such content included videos describing in visual details the various lecture subjects. The one assignment that needed to be turned in during week 4, was to be uploaded into the dropbox.
Ethical Considerations
Each student was required to sign a waiver in order to participate in Second Life. The reasoning for this is that Second Life presents an opportunity for minors to access adult content.
Summary
Using the ADDIE process in order to supply a rapid instructional model of design was very beneficial in the implementation and completion of this online course. In order to plan, design, develop, and implement this course, Interactive Economics: Supply and Demand, a great deal of research was conducted. The instructional strategies and tools provided for this U-learning course were developed to engage and facilitate learning to a population of students who were disenfranchised when taught in a brick and mortar classroom setting. Increasing the motivation to learn abstract concepts was the primary goal of this project. In order for students to access the curriculum content, a different teaching approach needed to be developed.
The coursework focused upon learning the concepts of supply and demand and the associated terminology related to this subject. The students were engaged each week in interpersonal and intrapersonal interactive activities that facilitated the learning. By participating in Second Life, they were charged with building, managing, and critiquing a student developed and run storefront. During week 4, students were required to create a PowerPoint presentation demonstrating their knowledge of building and maintaining a business. Interactive Economics: Supply and Demand was created to be an online U-learning, positive and interactive course that encouraged and facilitated the learning of abstract concepts for students who have been disenfranchised. Utilizing multiple learning formats such as discussion forums, the students demonstrated positive outcomes in their learning curve.
CHAPTER 4: Project Evaluation and Discussion
When evaluating this course, its’ success needed to be determined by considering the instructional design and the content as it relates to the users ability to access the information and how the content looks visually. In addition, it is important to include a heuristic evaluation as it relates to problem solving and self-educating the developer in order to improve the performance of the U-learning experience. The instructional for this U-learning course targeted specific information that needed to be learned in order to earn a high school diploma. As it was presented online, the activities presented not only needed to motivate and facilitate learning, it had to target students who were disenfranchised by the traditional classroom style. Following the CRAP model of instructional design, this course was developed based upon research that indicated this to be a format to provide positive outcomes. Usability tests and instructional evaluations were completed to make sure the students were learning and meeting the course goals.
Project Evaluation
In order to meet the course goals and objectives, usability tests as well as instructional evaluations were completed to ensure that the content was aligned with the overall expectations. Krug defines usability as “…making sure that something works well: that a person of average (or even below average) ability and experience can use the thing” (Krug, 2006, p. 5). If the target user is not given sufficient information on how to use the product, the outcome will not be supportive of your objectives. It is important for the user to comprehend the basics of the content being presented for their review in order to diminish frustrations that they may feel during the initial stages. When creating the content for student use, it is vital that the designer keep in mind what the overall objective is. The content needs to be motivating and engaging in order to increase learning. Problems can be identified as a result of the evaluation and early testing in order to problem solve that can arise during the beginning stages. Modifications can be implemented to alleviate any issues that arise as a result of the student interactions and assessments.
Usability Testing
The purpose of a usability test is to determine the ability of the user to access and interact with the content material of the course. The assessment test utilized for this part for the project was given to a focus group consisting of students enrolled in the U-learning course. The purpose is to isolate difficulties that need to be remediated before the course is made public. An invitation was sent to the focus group participants (see appendix B), which included an explanation of what the test was going to assess. A script was read at the beginning of the focus group (see appendix A), which included instructions on how to administer the test. This was followed by an observation form (see appendix E) filled out by the designer of the test. The administrator evaluated the time in which it took the participants to complete the task as well as other observations and comments. At the end of the process, the testers completed a post-session questionnaire (see appendix F), regarding their opinions for the U-learning course. The questions focused on the usability, navigation and importance of the content.
Validation Test
The validation test, also referred to as the verification test, is usually conducted late in the development cycle and, as the name suggests, is intended to measure usability of a product against established benchmarks or, in the case of a verification test, to confirm that problems discovered earlier have been remedied and that new ones have not been introduced. (Rubin & Chisnell, 2008, p. 35)
The validation test is administered at the end of the focus group session. The questions will be similar to the initial usability assessment test. However, as it is the last test before being made public, any comments regarding the necessary modifications will be implemented.
Instructional Evaluation Test
Instructional evaluation involves determining the efficacy or value of a type of instructional material or methodology in respect to the stated goals, objectives or standards.
“Evaluation provides different kinds of information to those who are directly involved with the project (the participants) and to those who otherwise invest in the project, whether by credibility, control, or other capital (the stakeholders)” (Bunson, 2012). Interactive Economics: Supply and Demand teaches students to apply and evaluate the concepts of supply and demand in real life situations in that interacting with Second Life, the students were divided into two groups. One group was defined as consumers. The other group was defined as business owners. Before reviewing this course, all participants took a pre-test (see appendix G). After completing this course, they completed a student reaction survey (see appendix H). The subject-matter expert (SME) was asked to complete the teacher reaction survey (see appendix I). The information provided by the teacher indicated if assessed their opinion regarding playing games to learn new subjects, the need to re-teach new material when presented in lecture form, and if using a multimedia presentation of academic material was effective. The teacher filled out this questionnaire at the beginning of the design stage.
The student post-test (see appendix J), is completed at the end of the course as all subjects completed the entire course. The purpose of this student post-test is to improve the course design to meet the challenges of students who require specialized academic instruction as well as those identified as English Language Learners.
Data Presentation
For the purposes of this project, there were two subject matter experts (SME). One was an expert in that he is a Special Education teacher who instructs twelfth grade students in Economics. The second SME was an expert in learning management systems. Alpha testers’ who were a part of the focus group were also surveyed on the effectiveness of this course. When surveying both the alpha testers’ and the subject matter experts, both groups agreed that this project is a great asset to the educational community. Interactive Economics: Supply and Demand will allow students an alternative method to learning a complex subject.
The subject matter experts made the following suggestions to the program:
• This course should be utilized using a hard connection and not Wi-Fi due to the fact that the resources require a lot of bandwidth.
• Embed videos instead of using YouTube due to the fact that there is a possibility of inappropriate content in the video suggestion area.
• Made suggestions for class objectives.
• This course could be beneficial as a hybrid.
The subject matter experts made the following critiques to the program:
• Incorporating the lectures on the iPad is helpful to students.
• The use of graphs improves the understanding of the content.
• Interactivity can help students stay focused.
After reviewing the course, the SME’s completed a post-session questionnaire (see appendix F). The results of that post-test questionnaire validated the goals and objectives that were delineated for this U-learning course.
The students completed a post student reaction survey (see appendix H). Their responses indicated that learning new academic material in an interactive format was very beneficial in that they were savvy computer learners and had extensive experience with online gaming. Therefore, they indicated that when presented in a game like format, they would be able to learn the material more easily.
As this course is not currently available for student use, the implementation and further evaluation as part of the design process is not possible at this time.
Discussion
As there are no similar projects at this time that have been developed to meet the needs of students who learn differently utilizing U-learning activities, this course was designed specifically to provide an alternative methodology for teaching supply and demand in an Economics curriculum. After reviewing the responses of the participants in this endeavor, this course is educationally sound in that it increases the knowledge base of the learners by providing multi-modal opportunities to interact with the learning. By giving all individuals involved in the project opportunities to experience interpersonal as well as intrapersonal experiences, problem solving as well as critical thinking skills were improved by using Second Life, which was an additional positive outcome of this project.
Limitations
Due to the limited amount of time allowed for the completion of this project, it is difficult to ascertain if teaching a specific single unit will allow a twelfth grade student enrolled in Economics the ability to transition through the entire coursework. Another limitation is technological. As this coursework can be accessed utilizing iPad’s, iPhone’s, and other tablet computers, the participants will need to have intermediate to advanced level to understand and use the U-learning course. Using the ADDIE process allowed for the matriculation through the coursework rapidly. If there had been more time, additional usability tests and instructional evaluations could have been implemented in order to tighten up the content and coursework. As this course is currently not public, the implementation and evaluation process has not been actively pursued.
CHAPTER 5: Summary and Conclusion
In order to earn a high school diploma, all students are required to complete a course in Economics. Unfortunately, populations of students who learn differently are disenfranchised. The objective of this U-learning course was to present an alternative way to teach abstract content in a more concrete interactive way in order to encourage and facilitate learning for students identified as English Language Learners and in need of specialized academic instruction due to a learning disability. As indicated in the diagram below, students need to be given many different opportunities to engage in the learning in order to make academic progress. Lecture is not the optimum way to present material. However, by participating in discussion groups and practicing by doing, students learn more content. This U-learning course can change the way teaching is done and students learn.
[pic]
(n.a. (performer), 2013)
Conclusion(s)
Research shows that currently there are no U-learning courses for students identified as English Language Learners and students with learning disabilities in the subject of Economics. Using a learning management system, Moodle, was a good idea in that it allowed the developer to embed resources, create discussion forums, create quizzes, and implement the use of the simulation Second Life. All of these instructional tools and strategies provided the teachers and the students participating in this course an opportunity to engage in learning abstract content. The usability tests that were taken at the beginning stages of the design process as well as the post session questionnaire and validity testing validated the courses objectives.
Currently, students at all age levels are more technologically advanced than any other previous generation. They come to school with a base knowledge of how to access information using multiple devices such as tablets, Smartphone’s, and laptops. By not using this predisposition to being drawn to technology is a true waste of an opportunity to motivate learning. Students are inherently stimulated to interact with new material when presented in this way.
Teachers need to constantly modify their teaching style to meet the learning styles of the population they are interacting with. Not every learner comprehends information in the same way. Not every learner is able to demonstrate their knowledge of content material in the same way. Changes in technology and interactivity have provided the learner with multiple opportunities to illustrate their comprehension of academic material. Teachers need to restructure the format of lecture, quiz and test approach and include a more interactive method.
Implications for Teaching/Training
The implications and possibilities for this U-learning course are limitless. The strategies, tools, resources, and online simulations can be modified and adapted to any content course that is taught in a brick and mortar building. The difference between what is commonly presented in a lecture format in a standard classroom with forty students and a U-learning course is that it can take place outside of the regular school day, the content can be reviewed repeatedly in order to clarify and review, discussions can take place between students and the teacher and simulation games can be played to motivate and encourage learning of abstract content. Although some teachers may be reluctant to access this type of instructional program, the design process found that the material that is presented is the same as what is presented in textbook form. The only difference is this presentation follows the learning styles of more students. In order to keep up with 21st century technology, students need to be motivated. Teachers need to remove the boring factor of lectures.
As Second Life is a simulation game that contains adult content and situations, a Second Life Student Waiver form has been implemented for this course (see appendix K).
It was expressed by one of the SME’s that using U-learning courses would decrease the need for teacher interactivity. This is something that something that needs to be researched for future studies.
Implications for Further Research
Future research needs to investigate the possibility of presenting this course in a hybrid format as suggested by one of the SME’s. This would address one of the concerns regarding replacing the teacher in the classroom. When presented as a supplement to the learning process, this U-learning format could create an opportunity for students who have been disenfranchised to access learning focusing on their individualized learning needs. As most students are technology advanced, U-learning, previously thought to be an idea in the distant future, is now a reality. More research needs to look at other courses that could be developed using this format to encourage and facilitate learning addressing the common core standards.
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use of video games in the classroom. Computers and Education , 54 (4), 1145-1156.
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20, 2013, from Learning Solutions Magazine:
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styles on students’ reflection levels for ubiquitous learning. Computers & Education , 57 (1), 1194-1201. Retrieved from
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APPENDICES
Appendix A: Assessment Test Script
APPENDIX A: Assessment Test Script
Hi, ________.
My name is _________ and I am a consultant for this course. Let me begin by thanking each of you for participating in this assessment test. Each of you was given a confidentiality and non-disclosure agreement when you came today (see appendix D). I want you to understand that before beginning the next stage of this test, each of you needs to return a signed form to me. The purpose of this test is to provide the designer of the project with constructive and valid responses in order to remedy any problems in the framework of the course. Please give honest feedback, as the information you provide will assist in the development of a new direction in education.
The overall purpose of this project is to alter the way in which curriculum is implemented in an academic environment. E-learning has become an effective and user-friendly style of education that meets demands of the students in the 21st century. By providing multiple interactive opportunities, students and teachers are able to have a dialogue, thereby increasing interest in the learning process.
You will be using a prototype of the course. The actual course will not be made available until all needed testing has been completed and reviewed. Modifications will be implemented as a result of your honest and candid evaluations. It is important that each of you feel free to make any comments along the way, as it will help develop a strong and authentic course framework. You will be asked to complete a series of assignments and will be requested to work through them at a pace that is comfortable for you. Making notations and thinking out loud will be beneficial for all of you. Possible “think out loud” statements could be “The part that is asking _____________ is confusing”. “I don’t like it when __________________.” “I don’t understand ______________.”
Before the testing begins, do any of you have questions? No question is unwise.
Look at the homepage for this course. Do not click on any icon on this page. What are your first impressions of the graphics and text? Do the graphics and text provide you with an overall idea of the course content?
Do any of you have questions before we begin? Thank you again for participating today. Remember to think out loud and make notes.
Let’s begin.
Appendix B: Assessment Test Invitation
APPENDIX B: Assessment Test Invitation
Assessment Test Invitation sent by email
Dear Participants,
I am inviting you to take part in a usability test for the course entitled Interactive Economics: Supply and Demand. This e-learning course is designed to integrate the use of technology in the curriculum; both in the implementation of instruction as well as providing students opportunities to interact with the learning.
As a tester for this course, your role will be to use the Moodle-based part of the course. The consultant will monitor your responses as you go through the test. The purpose is to determine what is working well and what isn’t. At the end of the testing session, the consultant will review your responses and modifications to the project will be made by the project designer. Your participation is of utmost importance, as it will help solidify the way in which curriculum is provided in the educational realm.
Course Goal
The overall purpose of this project is to alter the way in which curriculum is implemented in an academic environment. Upon the completion of the course, the students will be able to demonstrate their knowledge of the terms supply and demand by earning a passing grade on a PowerPoint presentation at the end of the course.
Audience
The audience for this course will be male and female twelfth grade English Language Learners who are considered at the Advanced Level on the CELDT (California English Language Development Test) or are receiving Specialized Academic Instruction and are on a Diploma Track for High School Graduation.
Test Schedule
The schedule for the usability testing is day, month, date, time and location. It should take up to one hour to complete the test.
Thank you for participating in this test.
With appreciation,
_________________________
Name of Consultant
Appendix C: Visual Storyboard
APPENDIX C: Visual Storyboard
[pic]
HOMEPAGE
• Syllabus
• Assignments & Due Dates list
• What kind of learner are you? Take the test to find out.
o
• Helpful Links
o Quizlet
o Second Life
WEEK 1 ~ Ch. 4 Demand
• Second Life Waiver Form
• Student Pre-Test Survey
• This Weeks Vocabulary
o Demand
o Law of Demand
o Market Economy
o Microeconomics
o Demand Schedule
o Demand Curve
• Lecture
• Discussion Post
o How does the law of demand affect your everyday purchases? If the pries of CDs drop, consumers will be better able and more willing to buy them. How does this situation reflect the Law of Demand?
• Assignment 1
o Second Life Student Run Store
• Quiz
WEEK 2 ~ Ch. 5 Supply
• This Weeks Vocabulary
o Supply
o Law of Supply
o Supply Curve
o Change in Supply
o Supply Elasticity
o Supply Schedule
o Market Supply Curve
• Lecture
• Discussion Post
o What happens if there is no demand for the supply? Who essentially wins? The consumers or the businesses or both? Please explain.
• Assignment 2
o Second Life Student Run Store
• Quiz
WEEK 3 ~ Ch. 6 Prices and Decision Making
• This Weeks Vocabulary
o Price
o Rationing
o Ration Coupon
o Rebate
• Lecture
• Discussion Post
o Explain why competitive markets allocate resources efficiently.
• Assignment 3
o Second Life Student Run Store
• Quiz
WEEK 4 ~ Ch. 7 Market Structures
• This Weeks Vocabulary
o Market Structure
o Price-Fixing
o Monopoly
o Natural Monopoly
o Collusion
o Nonprice Competition
o Product Differentiation
• Lecture
• Discussion Post
o Why is a monopoly among businesses not good for the consumer?
o How does lack of competition increase prices for the consumer?
• Assignment 4
o Second Life Student Run Store 2
• Quiz
Second Life Lesson Plan for Business Economics
Grade Level: 12th
Time Allotment: 4 Weeks
Overview:
The purpose of this lesson is for students to get an understanding of how hard it is to run a business. This lesson teaches about supply and demand as well as marketing. The class will be divided up into two teams: 1) Business Owners, 2) Consumers. The business owners’ goal is to make the store profitable while the consumers’ goal will be to inform the business owners if their prices are too high or too low and if they are doing a good enough job marketing. One person from the business owner’s group will be elected the owner of the store and collect the Linden dollars.
This lesson will take place over a two-week period. Both groups will take turns as the business owners and the consumers. After the four-week period, all students will write an essay about what they learned about business economics.
Learning Objectives:
Students will be able to:
• Describe the basics of running a business
• Explain what supply and demand is
• Understand about market demographics
Learning Activities:
BUSINESS OWNERS GROUP
• Sign up for Second Life and navigate to National University Island and go to the skybox to find “Eclectic Wear.”
• Navigate to Lesson 1 Instructions located in the slideshow viewer.
• Once you understand the criteria for lesson 1, enter the clothing store and begin to set up shop. Students will find all the needed merchandise in their inventory. If students wish to add more merchandise to their store via the Second Life Marketplace, they need to get pre-approval from the teacher first.
• Once you feel your shop is set up, notify the teacher and the Consumer group that you are open for business.
CONSUMER GROUP
• Sign up for Second Life if you have not already done so.
• Once you have been notified that the shop has been set up by the business owners group navigate to National University Island and go to the skybox to find “Eclectic Wear.”
• Navigate to Lesson 1 Instructions located in the slideshow viewer.
• Once you understand the criteria for lesson 1, enter the clothing store and begin to shop. Look at how the store is set up as well as the merchandise pricing. Are prices too high or too low? Is the store too cluttered? Fill out the questioner located at the store entryway and submit it to the store dropbox.
Media Components
• Slideshow Viewer Lite 3.0 (customized)
• Survey Guru
• Clothing store basic set up
Materials Required:
• Economics Textbook
• Computer with Internet access
• Second Life Account with an avatar
• Linden Dollars (provided by the teacher)
• Virtual student run clothing store with available merchandise
Appendix D: Confidentiality and Nondisclosure Agreement
APPENDIX D: Confidentiality and Nondisclosure Agreement
CONFIDENTIALITY AND NONDISCLOSURE AGREEMENT
WHEREAS, [YOUR NAME] agrees to furnish _____________________ certain confidential information relating to ideas, inventions or products for the purposes of determining an interest in developing, manufacturing, selling and/or joint venturing;
WHEREAS, _____________________ agrees to review, examine, inspect or obtain such confidential information only for the purposes described above, and to otherwise hold such information confidential pursuant to the terms of this Agreement.
BE IT KNOWN, that [YOUR NAME] has or shall furnish to _____________________ certain confidential information and may further allow _____________________ the right to discuss or interview representatives of [YOUR NAME] on the following conditions:
1. _____________________ agrees to hold confidential or proprietary information or trade secrets ("confidential information") in trust and confidence and agrees that it shall be used only for the contemplated purposes, shall not be used for any other purpose, or disclosed to any third party.
2. No copies will be made or retained of any written information or prototypes supplied without the permission of [YOUR NAME].
3. At the conclusion of any discussions, or upon demand by [YOUR NAME], all confidential information, including prototypes, written notes, photographs, sketches, models, memoranda or notes taken shall be returned to [YOUR NAME].
4. Confidential information shall not be disclosed to any employee, consultant or third party unless they agree to execute and be bound by the terms of this Agreement, and have been approved by [YOUR NAME].
5. This Agreement and its validity, construction and effect shall be governed by the laws of [insert jurisdiction].
AGREED AND ACCEPTED BY:
Date:_______________
By_____________________________ Witness:___________________________
Title:____________________________
By______________________________
Title__________________________ (Halligan, 1993)
Appendix E: Observation Form
APPENDIX E: Observation Form
OBSERVATION FORM FOR ASSESSMENT TESTING
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(Armstrong, n.d., week 8)
Appendix F: Post-Session Questionnaire
APPENDIX F: Post-Session Questionnaire
POST-SESSION QUESTIONNAIRE
On a scale from 1 to 5, with 1 being poor and 5 being excellent, please indicate your responses to the following prompts:
1. Requested tasks were completed with ease.
1 2 3 4 5
2. The time allotted was sufficient to complete all tasks.
1 2 3 4 5
3. The site is easy to navigate.
1 2 3 4 5
4. The content of the website flows easily.
1 2 3 4 5
5. The website presented appropriate use of grammar and spelling.
1 2 3 4 5
6. All of the provided links were functional.
1 2 3 4 5
7. The assigned tasks were clear and easily understood.
1 2 3 4 5
8. This course will be valuable to students.
1 2 3 4 5
9. This course will be valuable to teachers.
1 2 3 4 5
10. I would recommend this course to teachers and students.
1 2 3 4 5
Please feel free to add extra comments that you would like to share.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Your time and support is greatly appreciated.
Usability Test Post-Session Questionnaire
|Question | |Sped. Econ |LMS Expert |
| | |Tchr. | |
|1. Requested tasks were completed with ease. |On a scale from 1 to 5, with 1 being|5 |4 |
| |poor and 5 being excellent | | |
|2. The time allotted was sufficient to complete all tasks |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
|3. The site is easy to navigate |On a scale from 1 to 5, with 1 being|4 |5 |
| |poor and 5 being excellent | | |
|4. The content of the website flows easily |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
|5. The website presented appropriate use of grammar and spelling |On a scale from 1 to 5, with 1 being|5 |4 |
| |poor and 5 being excellent | | |
|6. All of the provided links were functional |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
|7. The assigned tasks were clear and easily understood |On a scale from 1 to 5, with 1 being|4 |4 |
| |poor and 5 being excellent | | |
|8. This course will be valuable to students |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
|9. This course will be valuable to teachers |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
|10. I would recommend this course to teachers and students |On a scale from 1 to 5, with 1 being|5 |5 |
| |poor and 5 being excellent | | |
Appendix G: Student Pre-Test
APPENDIX G: Student Pre-Test
Student Pre-Test
1. I have a gaming system at home. Yes No
2. I consider myself a…
____ Novice player
____Intermediate player
____Expert player
3. I learn best when I can…
Check all that apply
____Listen to a lecture
____Read a textbook
____Take part in-group discussions
____Create projects related to the learning
____A combination of all of the above
4. Define the terms supply and demand as used in the following sentences:
Home Depot will supply the plumbing needed for the new housing project.
______________________________________________________________________________
Lowes will meet the demand of its customers.
5. A table that lists how much of a product consumers will buy at all possible prices is an example of a demand schedule. True False
6. A table that lists how much of a product producers will supply at all possible prices is an example of a supply schedule. True False
7. Elasticity as it related to supply and demand means…
____How the market bounces based upon consumer demand.
____Producers decide what the market needs and determines how much of the product to supply.
____A measure of how the quantity supplied responds to a change in price.
8. Part of a change in quantity demanded due to a change in the buyer’s real income when a price changes is the definition of income effect. True False
9. The main idea of measures of cost relates to supply side economics. True False
10. How does technology play role in supply and demand?
___________________________________________________________________
Appendix H: Student Reaction Survey
APPENDIX H: Student Reaction Survey
Student Reaction Survey
1. I like to play online games that involve strategy and problem solving.
Yes No
2. Using a rating scale of 1 to 5, with 1 being poor and 5 being excellent, I rank my ability to advance to different levels of an online game as…
1 2 3 4 5
3. I like to play online games with multiple players.
Yes No
4. I play online games for…
____30 minutes per day
____1 hour per day
____More than one hour per day
5. My favorite online game is____________________________________________________
6. To set up a small business, I will need to provide a product that consumers will want to purchase at a price that is within their expectations. This is an example of elasticity as it applies to supply and demand economics.
True False
7. Due to technological reasons, the product that your business was going to supply is not going to be available at a price you determined would give you the best profit margin. What can you do?
____Cancel the order
____Determine the income effect and compare it to the measures of cost to create a new pricing guide.
____Begin a search for a new supplier so that the profit margin remains as projected.
____Other alternative? _______________________________________________
8. On a scale of 1 to 5, with 1 being poor and 5 being excellent, I would rate this course
1 2 3 4 5
9. When studying, I find I learn best by
Check all that apply
___ Making flashcards
___ Reading the textbook
___ Reading and taking notes
___ Creating a game
___ Watching a video lecture
___ Studying with a group
___ Other please explain _______________________________________________________
10. If I could change one thing about this course, it would be… _______________________________________________________________________
Usability Test Student Reaction Questionnaire
|Question |Alpha Tester 1 |Alpha Tester 2 |Alpha Tester 3 |
|1. I like to play online games that involve strategy and problem solving |Yes |Yes |No |
|2. Using a rating scale of 1 to 5, with 1 being poor and 5 being excellent, I rank my |4 |5 |5 |
|ability to advance to different levels of an online game as… | | | |
|3. I like to play online games with multiple players |Yes |Yes |Yes |
|4. I play online games for… |More than 1 hour |More than 1 hour|30 Min |
| |per day |per day | |
|5. My favorite online game is |Warcraft |Warcraft |Dialbo |
|6. To set up a small business, I will need to provide a product that consumers will want |True |True |True |
|to purchase at a price that is within their expectations. This is an example of | | | |
|elasticity as it applies to supply and demand economics. | | | |
|7. Due to technological reasons, the product that your business was going to supply is not|Cancel the order |Begin a search |Begin a search for|
|going to be available at a price you determined would give you the best profit margin. | |for a new |a new supplier so |
|What can you do? | |supplier so that|that the profit |
| | |the profit |margin remains as |
| | |margin remains |projected. |
| | |as projected | |
|8. On a scale of 1 to 5, with 1 being poor and 5 being excellent, I would rate this course|5 |5 |5 |
|9. When studying, I find I learn best by |Making flashcards, |Creating a Game,|Studying with a |
| |Creating a Game, |Watching a video|group, Reading and|
| |Watching a video |lecture, |taking notes, |
| |lecture | |Watching a video |
| | | |lecture |
|10. If I could change one thing about this course, it would be… |N/A/ |N/A |N/A |
Appendix I: Teacher Reaction Survey
APPENDIX I: Teacher Reaction Survey
Teacher Reaction Survey
1. I find that learning new subjects by playing games helps my students.
Yes No
2. I find that my students need a great deal of re-teaching new material when I lecture.
Yes No
3. Online games to reinforce academic material is a method I am not interested in.
Yes No
4. I provide multiple opportunities for students to interact with each other during class (ex: study groups, class discussions).
Yes No
5. I have assignments posted online to assist my students.
Yes No
6. I have online chats with my students to clarify information (example: Edmodo)
7. I suggest the following studying options to my students
Check all that apply
___ Making flashcards
___ Reading the textbook
___ Reading and highlighting notes
___ Creating a game
___ Watching a video lecture
___ Studying with a group
___ Other please explain______________________________________________________
8. On a scale of 1 to 5, with 1 being poor and 5 being excellent, I would rate this course
1 2 3 4 5
9. If I could change one thing about this course, it would be…
___________________________________________________________________________
Appendix J: Student Post-Test
APPENDIX J: Student Post-Test
Student Post-Test
1. Define the terms supply and demand in two complete sentences as it relates to this class.
2. Provide two examples of a schedule as it relates to supply and demand.
3. Elasticity refers to ____________________________________
4. Income effect as it relates to demand can be described as _________________________
5. Measures of cost as it relates to supply can be described as ________________________
6. Does technology have a positive or negative effect in relation to demand and supply?
Explain your answer in a brief two-paragraph essay.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix K: Second Life Student Waiver Form
APPENDIX K: Second Life Student Waiver Form
Second Life Waiver From
Because Second Life can contain adult content, ALL students need to sign and submit this form by the first Tuesday of class. No exceptions. Without signing this form, students will not be able to participate in the second life project and receive an automatic failing grade for the course.
Interactive Economics: Supply and Demand will utilize Second Life by having students create a business on National University Island. They will be divided into two groups, business owners and consumers. It is the job of the business owners to build and manage the business. It is the job of the consumers to critique how the business owners are doing. Are the prices too high or too low? Does the store have good ascetics? This project will take place over the four-week course. During week two, the groups will switch roles.
PLEASE READ AND SIGN THE FOLLOWING:
I _________________________________ promise to adhere to the rules and regulations put in place for this course Interactive Economics: Supply and Demand by my instructor. At no time will I post inappropriate content or participate in any inappropriate activities while using Second Life. If I choose to not follow the rules set forth by my instructor, I will be automatically dismissed from Second Life and receive an automatic failing grade for this course.
Date_________________________________________
Student Signature_____________________________________________________________________
Parent/Guardian Signature_____________________________________________________________________
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