RAPUNSEL: Improving Self-Efficacy and Self-Esteem With an Educational Computer Game
Jan L. Plass, Ricki Goldman, Mary Flanagan, Ken Perlin
Plass, J.L., Goldman, R., Flanagan, M., & Perlin, K. (2009). RAPUNSEL: Improving Self-efficacy and Self-esteem with an Educational Computer Game. In Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic, A., Nakabayashi, K., Wong, S.L., Yang, S.J.H. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education [CDROM]. Hong Kong: Asia-Pacific Society for Computers in Education.
This paper talks about Peeps, a virtual environment that teaches programming and self-efficacy as part of a web-based environment called RAPUNSEL (real-time applied programming for underrepresented students’ early literacy). To study the efficacy of Peeps, the researchers used pre-post tests. The goal of the program was to appeal to middle school girls’ sense of curiosity and play and their desire to communicate with one another in a world that they control through programming. In this world, syntax errors are impossible (for students are simply filling in parameters for pre-written java functions). This provided a safe way to learn through tinkering with the system.
The theoretical foundations for the program were constructionism (girls become leaders by creating/programming and learning through building), case-based learning (by solving problems at hand, and customizing their own characters), and video-game based learning (video games allow for authentic learning that is personally meaningful.
59 students participated in the study, where they played a female character who interacts with the NPCs in the world by dancing with them. The player programs the dances. There was a survey given after the activity that included a general self-efficacy scale, with the question “How confident are you that your answer to above question is correct?”
The results showed that playing the game may have increased female general self-efficacy, increased male and female self-esteem, increased male self-efficacy in using computers, increased male and female programming-related self-efficacy. Games like these may increase the motivation, self-efficacy and self-esteem of underrepresented students in programming.
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Efficacy and Effectiveness Trials (and Other Phases of Research) in the Development of Health Promotion Programs
Brian R. Flay and D. Phil
Flay, B.R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive Medicine, 14, 451-474.
This paper talks about evaluating health programs in terms of efficacy and effectiveness.
Efficacy trials provide tests (for medicine) of whether a treatment/program does more good than harm under optimum conditions. This means that the program is standardized, it is made available in a uniform fashion, and the audience accepts and willingly participates in the program. This kind of efficacy trial includes randomized control trials, for example. Efficacy tests can be part of basic reseasrch.
Effectiveness trials test the efficacy of a program in real-world conditions. “A program will be effective only if an efficacious treatment/program is delivered/implemented in such a way as to be made available to an appropriate target audience in a manner acceptable to them” (p. 455). Defined population studies are an example of effectiveness trials.
There are four levels described of experimental tests. Efficacy trials included standardization and optimization of the implementation, availability, and acceptance of the program. Treatment Effectiveness is standard in implementation and availability, but acceptance can vary. Implementation Effectiveness does not have standardized delivery/implementation, and varied availability. Program Evaluation does not include any standardization and the program’s efficacy is unknown.
There is a proposed research phase order: 1 basic research, 2 hypothesis development, 3 pilot applied research, 4 protoype studies, 5 efficacy trials, 6 treatment effectiveness trials (determine effectiveness of efficacious programs), 7 implementation effectiveness trials (determine effectiveness in real-world), 8 demonstration studies (effects of program when implemented).
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The Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game
Moreno and Mayer
This paper is concerned with three concepts in agent-based interactive multimedia: Interaction, reflection, and guidance (feedback). The main question is, do these concepts promote the learner’s “meaning making”? (118).
Cognitive Processes Involved in Meaning Making
“Meaningful learning occurs when a learner actively constructs a coherent knowledge representation in working memory” (118). The learner must select relevant information, activate prior knowledge to make connections to the information and organize the incoming material into a coherent structure. This is most likely to occur when learners receive guidance and engage in interactivity and/or reflect about their decisions.
Instructional Methods to Foster Deep Learning
The first method is guidance. For instance, in an interactive environment a pedagogical agent can provide guidance about a correct answer to a problem. He can also give feedback (explanatory) or not provide much guidance at all (discovery). Novices work better in an explanatory environment, however.
The second method is reflection. This involves asking students “why” questions. They have to explain why they chose a certain answer.
The third method is interactivity. Interactivity may activate some processes necessary for meaningful learning, such as organization and integration. Interactivity can be improved with some instructional-based guidance for a student needs to find the correct answer and explanation.
Experiments that Test the Methods
The purpose of experiment 1 was to show the role of guidance and reflection in interactive multimedia environments. It was conducted in the Design-A-Plant environment. The results showed no reflection effect in an interactive. That is being prompted to reflect upon their decision did not improve the students’ learning possibly because the interactivity already facilitated integration and organization. Experiment 2 was partially conducted in an noninteractive environment and showed that in this environment reflection increases learning (interesting and contradictory was the fact that students in the noninteractivity+reflection outperformed the interactivity+reflection students). The third experiment found that reflection alone does not increase deep learning unless it is focused on correct answers.
Moreno, R. (2005). Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game. Journal of Educational Psychology, 97, 117 -128.
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Article of Choice:
Game Modding for Girls
[08.29.06]
Magy Seif El-Nasr
http://www.gamecareerguide.com/features/262/features/262/game_modding_for_girls.php?page=1
This article is a reflection on a camp for girls that teaches game modding. The camp was run both during the school year and the summer for both middle and high school girls. The modding engines used were Warcraft III, Game Maker, and RPG Maker. The camp conductors used surveys and interviews to discern the students’ reactions to the camp and what they learned.
They found that camps held during the school year were not as successful as summer camps in terms of learning game modding concepts because the students had competing activities. The researchers found that by the third class, girls had come to understand more advanced topics than anticipated (like variables and booleans) and that it was necessary to have a tool that allowed for exploration and depth given the girls’ quick learning.
The tool chosen needed to be a balance between “blank slate” and an existing model. The girls were also not incredibly excited about iterating, tweaking or polishing their designs once their games were functioning. Also, the girls were not motivated unless they could see “tangible” results quickly after coding.
After formal analysis of surveys and projects, the researchers stated that they course had a positive impact on the students and that “they learned many of the basic programming and design concepts”. Also, surveys showed a positive impact on self-efficacy and “perception towards computers, programming, and the game and IT industries”.
Katya's Educational Technology Experience 