Wait and see? Studying the Teacher's Role During In-Class Educational Gaming.
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| Title: | Wait and see? Studying the Teacher's Role During In-Class Educational Gaming. |
|---|---|
| Authors: | Vanderhoven, Ellen1,2 ellen.vanderhoven@ugent.be, Willems, Bart2 BartWillems000@hotmail.com, Van Hove, Stephanie1 Stephanie.Vanhove@ugent.be, All, Anissa1 Anissa.All@ugent.be, Schellens, Tammy2 Tammy.Schellens@ugent.be |
| Source: | Proceedings of the European Conference on Games Based Learning. 2015, Vol. 1, p540-547. 8p. |
| Subject Terms: | *Teacher role, *Social networks, *Educational games, *Activity programs in education, *Educational intervention, Awareness |
| Abstract: | The increasing use of social network sites (SNSs) entails several privacy risks. Therefore, a multitude of educational interventions have been developed to raise risk awareness amongst teenagers and to change unsafe behavior. However, most of these interventions are developed from a formal educational perspective. We hypothesized that traditional courses to teach about risks on SNSs are less effective to increase awareness and to change unsafe behavior, as they are further away from real life SNSs, which are mostly used as entertainment during leisure time. Moreover, an important added value of teacher involvement during educational game play in class was hypothesized. A quasi-experimental study was set up in 11 secondary classes, involving 80 pupils divided over 4 conditions. In these conditions, 4 different interventions were compared, in which pupils: (1) played a serious game on a tablet computer without teacher involvement, (2) played a serious game on a tablet computer while the teacher summarized the learned content every five minutes, (3) received a traditional course on privacy risks and (4) received a course on a different topic (control condition). In a pretest-posttest survey, we measured risk awareness, pupils' attitudes towards risky behavior, and their behavior. Moreover, qualitative data from open questions in the survey established whether pupils were aware of the topic of the game and the course, and what they had actually learned. The results revealed that all interventions caused an increase in awareness compared to the control conditions. Moreover, a better attitude towards safe behavior was found, but this increase was equal over conditions. No impact could be found on pupils' behavior. Finally, qualitative results showed that pupils in the condition with teacher involvement were more aware of the topic of the game than those who played the game without teacher involvement. This research clearly shows that more efforts should be put in the evaluation of educational games in a real-life classroom setting, not only to find out whether these games are effective, but also to find out how they should be implemented and what the role of the teacher should be. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 114725755 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Wait and see? Studying the Teacher's Role During In-Class Educational Gaming. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vanderhoven%2C+Ellen%22">Vanderhoven, Ellen</searchLink><relatesTo>1,2</relatesTo><i> ellen.vanderhoven@ugent.be</i><br /><searchLink fieldCode="AR" term="%22Willems%2C+Bart%22">Willems, Bart</searchLink><relatesTo>2</relatesTo><i> BartWillems000@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Van+Hove%2C+Stephanie%22">Van Hove, Stephanie</searchLink><relatesTo>1</relatesTo><i> Stephanie.Vanhove@ugent.be</i><br /><searchLink fieldCode="AR" term="%22All%2C+Anissa%22">All, Anissa</searchLink><relatesTo>1</relatesTo><i> Anissa.All@ugent.be</i><br /><searchLink fieldCode="AR" term="%22Schellens%2C+Tammy%22">Schellens, Tammy</searchLink><relatesTo>2</relatesTo><i> Tammy.Schellens@ugent.be</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2015, Vol. 1, p540-547. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Awareness%22">Awareness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The increasing use of social network sites (SNSs) entails several privacy risks. Therefore, a multitude of educational interventions have been developed to raise risk awareness amongst teenagers and to change unsafe behavior. However, most of these interventions are developed from a formal educational perspective. We hypothesized that traditional courses to teach about risks on SNSs are less effective to increase awareness and to change unsafe behavior, as they are further away from real life SNSs, which are mostly used as entertainment during leisure time. Moreover, an important added value of teacher involvement during educational game play in class was hypothesized. A quasi-experimental study was set up in 11 secondary classes, involving 80 pupils divided over 4 conditions. In these conditions, 4 different interventions were compared, in which pupils: (1) played a serious game on a tablet computer without teacher involvement, (2) played a serious game on a tablet computer while the teacher summarized the learned content every five minutes, (3) received a traditional course on privacy risks and (4) received a course on a different topic (control condition). In a pretest-posttest survey, we measured risk awareness, pupils' attitudes towards risky behavior, and their behavior. Moreover, qualitative data from open questions in the survey established whether pupils were aware of the topic of the game and the course, and what they had actually learned. The results revealed that all interventions caused an increase in awareness compared to the control conditions. Moreover, a better attitude towards safe behavior was found, but this increase was equal over conditions. No impact could be found on pupils' behavior. Finally, qualitative results showed that pupils in the condition with teacher involvement were more aware of the topic of the game than those who played the game without teacher involvement. This research clearly shows that more efforts should be put in the evaluation of educational games in a real-life classroom setting, not only to find out whether these games are effective, but also to find out how they should be implemented and what the role of the teacher should be. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 540 Subjects: – SubjectFull: Teacher role Type: general – SubjectFull: Social networks Type: general – SubjectFull: Educational games Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Awareness Type: general Titles: – TitleFull: Wait and see? Studying the Teacher's Role During In-Class Educational Gaming. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vanderhoven, Ellen – PersonEntity: Name: NameFull: Willems, Bart – PersonEntity: Name: NameFull: Van Hove, Stephanie – PersonEntity: Name: NameFull: All, Anissa – PersonEntity: Name: NameFull: Schellens, Tammy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 20490992 Numbering: – Type: volume Value: 1 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
| ResultId | 1 |
