EMERGING TECHNOLOGIES: VIRTUAL BUSINESS

(AND OTHER GAME-BASED LEARNING PROGRAMS)

KIMBERLY ISLES-TOWRY

ITEC-7445

WEB DESIGN FOR EDUCATORS

JUNE 28, 2014

WHAT IS GAME-BASED LEARNING?

• A type of game play that has defined learning outcomes.

• Designed to balance subject matter with gameplay and the ability of the player to retain and apply the subject matter to the real world.

• Students are able to explore relevant aspect of games in a learning context designed by teachers.

• In some cases, teachers and students collaborate in order to add depth and perspective to the experience of playing the game.

VIRTUAL BUSINESS INFORMATIONAL VIDEO

DOUGLAS COUNTY’S TECHNOLOGY MISSION

“Douglas County’s technology mission is to ensure that students will have access to and be engaged in the use of technology tools to increase opportunities for collaboration, problem solving, innovation and research in order to prepare students for post-secondary education and/or the skills of the global workforce”

Our mission is supported by a committee that works to achieve this vision by including all stakeholders in the process of identifying and recommending tools and practices that support the integration of technology into teaching and learning.

HOW VIRTUAL BUSINESS (AND OTHER GAME-BASED LEARNING) SUPPORTS DOUGLAS COUNTY’S TECHNOLOGY MISSION

Game-based learning supports our county’s mission by:• Drawing learners into virtual environments that look and feel familiar and

relevant.

• Allowing learners to work toward a goal by choosing actions and experiencing the consequences of those actions along the way.

• Creating a risk-free setting through experimentation so learners can activity practice the right way to do things.

• Keeping learners highly engaged in practicing behaviors and thought processes so that students can easily transfer from the simulated environment to real life.

EXAMPLES OF GAME-BASED LEARNING CURRENTLY USED BY SOME DOUGLAS COUNTY CTAE TEACHERS

• Financial Football and Financial Soccer

• A fast-paced, interactive game that engages students while teaching them money management skills.

• Teams compete by answering financial questions to earn yardage and score touchdowns.

• Lemonade Stand and Coffee Shop

• The goal of the game is to make as much money as within 30 days by owning and operating a Lemonade Stand or Coffee Shop.

• Leaners can manipulate almost every part of the business, including pricing, quality control, inventory control, and purchasing supplies.

• Unpredictable factors (like the weather and customer preferences) are also incorporated in the game.

OBJECTIVES FOR VIRTUAL BUSINESS (AND OTHER GAME-BASED LEARNING)

Trybus (2014) identifies the following as objectives for game-based learning:• To direct and sustain what students learn through motivation.

• To develop mastery by allowing students to acquire component skills, practice integrating them, and know when to apply what they have learned.

• To provide goal-directed practice coupled with targeted feedback to enhance the quality of students’ learning.

• To deliver a learning environment that encourages active and critical, not passive, learning.

• To allow learners lots of practice in a context where the practice is compelling and ongoing to learners.

KEY BENEFITS

Teachthought.Com provides the following benefits of game-based learning:

• Increases A child’s memory capacity• Computer & simulation fluency for a world dominated by technology• Helps with fast strategic thinking & problem-solving• Develops hand-eye coordination• Beneficial specifically for children with attention disorders• Specific skill-building (i.e. map reading, managing finances, general

project management)

TRADITIONAL vs. HANDS-ON vs. GAME-BASED LEARNING

Courtesy of Trybus, J. (2014).

TARGET POPULATION

• As a school system, our county supports the integration of technology as a valuable tool in helping teachers differentiate instruction for students based on their individual needs. Our county also believes that instructional technology enhancements allow for increasing the use of engaging lessons, better access to information, and preparation of students to thrive in today’s workplace.

• Most of our county’s 9th-12th grade students will be enrolled in at least one CTAE course during the course of their high school career. Our county offers many of Georgia’s 17 Career Cluster/Pathways that provide a structure for organizing and delivering quality Career, Technical, and Agricultural Education (CTAE) programs.

TARGET POPULATION

• Only a few CTAE teachers are using game-based learning activities in classes. I am proposing incorporating Virtual Business (or other game-based learning simulation tools) in all CTAE courses to increase scores in End of Pathway Assessments (EOPA), ELA, and Math EOCT scores for all of our 9th-12th grade students.

Douglas County Schools has over 7,600 students in our 5 high schools. Eighty-four percent of our high school students are proficient in English and Language Arts and 53% of our high school students are proficient in math.

At the end of a career pathway, students take an End of Pathway Assessment. The 2012-2013 End-of-Pathway pass rates are as follows: Early Childhood Education 85%, Admin/Info Support 26%, Physical Medicine 29%, Marketing & Management 94%, Small Business Development 8%, Law & Justice 20%, Interactive Media 0%, Architecture 0%, Food and Nutrition 22%, Therapeutic Services: Emergency Services 35%, Cosmetology 25%.

TARGET POPULATION

• All five high schools in Douglas County have CTAE classrooms with access to computers in the classrooms, laptops, laptop carts, and/or common computer labs. We are also a county that has implemented the BYOT framework.

• Several county-wide CTAE classes have successfully utilized game-based learning simulations to support learning objectives.

• All CTAE teachers have a school-issued laptop, and many have access to Ipads as well.

EQUIPMENT/SOFTWARE REQUIREMENTS

• Games that focus on if-then, choice-consequence learning typically run on standard PCs which all Douglas County students can access.

• Many games require no expensive peripherals.

• Games can be downloaded and installed in minutes.

TECHNICAL SUPPORT

• Douglas County Schools provides excellent technical support within our technology department for any hardware and/or software issues that arise.

• In general, most game-based learning software programs have their own technical support to assist teachers, students, and administrators.

• Most game-based learning simulations provide tutorials, show site navigation techniques for the site, and an area for answers to frequently asked questions.

LIMITATIONS• In the past, game-based learning environments were prohibitively expensive for

most organizations.

• System level approval is required to purchase and download some game-based learning software.

• Some virtual reality simulations require specialized hardware like motion control devices that provide feedback.

• All students will need to have access to an internet-accessible PC or laptop.

• Identifying games that line up appropriately with content areas can be time consuming.

• Many licenses are nontransferable and can only be used at (or by students at) the school specified in the purchase order.

• Sometimes separate licenses must be purchased for use on each individual physical location.

COST

• Many online learning games are free (i.e. Cool Math, Financial Football, Typing Games etc.)

• Depending on the game and features, a site license for games can range from $695 to over $2000.

• This online license for Virtual Business is a five-year license and technical updates and upgrades are free during the licensing period.

POTENTIAL FUNDING SOURCES TO SUPPORT THE IMPLEMENTATION

• Local CTAE Budgets

• Career and Technical Student Organization fundraising

• Virtual Business and other game-based learning simulations qualify for funding through the Carl D. Perkins Vocational and Technical Education Act of 1998

• Lithia Springs High School is a Title 1 school, and according to Title 1 expenditure guidelines, computers and accessories are acceptable expenditures if they are being used to meet the academic goals of the student population.

HOW CTAE TEACHERS CAN USE VIRTUAL BUSINESS

• Budgeting & Saving

• Choosing & Balancing a Checking Account

• Getting a Credit Card

• Fixing Your Credit

• Education & Advancement

• Using Online Banking

• Paying Your Taxes

• Intro to Investing

• Time Management and Health

• Finding a Job

• Finding an Apartment

• Buying a Car

• Shopping

• Risk vs. Return

• Diversification

• Investing for Retirement

• Buying a Home

• Insurance

Teachers can use Virtual Business for activators, summarizers, remediation, and/or extension activities to support the following financial literacy standards:

PROMOTING SPECIFIC LEARNING GOALS

• Virtual Business (and other game-based learning) address both cognitive and emotional aspects of learning. Game-based learning allows students to acquire component skills, practice integrating them, and know when to apply what they have learned. (Turner, 2013) .

• Virtual Business offers the following to meet specific learning goals:

• students can select lessons that integrate reading and core math concepts based on the areas of financial literacy that interest them.

• pre-test and post-test options are available to determine student growth

• tools to help add flexibility and control when using the sims in your classroom.

• teachers can customize (select and assign any order) for the lessons based on classroom

• reading assignments, reading quizzes, and math quizzes are available in the online lessons.

DIFFERENTIATION• Game-based learning provides goal-directed practice coupled with

targeted feedback that enhances the quality of students’ learning (Trybus, 2014).

• Virtual Business offers differentiation opportunities by:• providing pre-test and post-test options to determine individual student

progress.

• Optional open-ended projects to challenge advanced students.

• Teacher ability to allow students to work as a whole group or at their own pace.

COLLABORATION

Virtual Business supports collaboration by creating an online learning environment where students exchange ideas and share experiences even though they may be working on different parts of the simulation. Research indicates that this practice allows learners to develop skills in solving a wider variety of authentic complex problems (Lou, 2004).

PROMOTING COMMUNICATION

• With the new Virtual Business Online sims the teacher gets a total picture of where students are in the course which allows the teacher to know if a student is falling behind or struggling in a particular area.

• The system also tracks the time students spend on each quiz and simulation exercise.

• At the end of the course every student is assigned a grade with metrics that allow teachers to explain the grade.

• Because all simulations, lessons, and content are online, students and parents can access student progress through the Virtual Business anywhere.

GENERAL RESEARCH FOR PROPONENTS OF GAME-BASED LEARNING

• “Game-based learning involves combining various video games across multiple genres and platforms with the national Common Core Learning Standards for English Language Arts & Literacy. This will teach kids to analyze specific video game narratives, genres and plots whilst building an interest in writing walkthroughs, narratives or video game reviews and creative pieces, visual presentations and the like” (Isaacson, 2013) .

• “Harness the power of well-designed games to achieve specific learning goals, and the result is a workforce of highly motivated learners who avidly engage with and practice applying problem-solving skills” (Trybus, 2014).

• “GBL is thought to address both cognitive and emotional aspects of learning, teaching knowledge and skills while also motivating learners to engage with and complete online courses” (Turner, 2013).

SPECIFIC RESEARCH FOR PROPONENTS OF VIRTUAL BUSINESS-PERSONAL FINANCE

• “Using Virtual Business turned out to be the highlight of the class for all of my students, regardless of gender, academic level or interest in personal finance. Not only did the students get excited about its game like atmosphere, they became energized about learning the financial concepts contained in the simulation. My students got a feel of the emotions one might experience if a diploma was earned, or a promotion was granted, or a fine levied for late payment of taxes, or if their apartment was robbed - all from the safety of the computer lab” (Barocas, Susan, Math/Computer Science Teacher).

• “In February of 2008, a student just finished marketing and would graduate in a few days. She was living in the Children's Home of Wichita County. She told me Virtual Business did more for her in school than anything else. She would be moving to San Antonio in a few days, and the simulation was the best preparation she could ever experience for her new life” (Prchal, John, Marketing Ed. and Business Computer Information Systems instructor).

GENERAL RESEARCH FOR CRITICS OF VIRTUAL BUSINESS AND OTHER GAME-BASED LEARNING

• Critics claim that games have little redeeming social value and may even be harmful (Durga, 2005).

• Students’ prior knowledge can help or hinder learning. Obviously, learners who have accurate prior knowledge of a given subject matter tend to have a leg up (Trybus, 2014) .

MY ANALYSIS OF RESEARCH FOR AND AGAINST GAME-BASED LEARNING

In my opinion, game-based learning simulations are a great way to reinforce concepts learned through more common types of instructional practices. I believe educators need effective, interactive experiences that motivate and actively engage students in the learning process.

Game-based learning simulations, like Virtual Business, give students the opportunity to acquire the skills and thought processes needed to respond appropriately under pressure, in a variety of situations.

However, it is important for teachers to be selective about the games that they use in their classrooms. When selecting games, they should relate to the instructional goals of the course and should not be selected based solely on their entertainment value.

ENDORSEMENTS

PROFESSIONAL LEARNING AND IMPLEMENTATIONMinimal training would be necessary for the Virtual Business Simulation to be effectively used in the classroom:

• A free demo is available on the Virtual Business website that will allow teachers and/or students improve credit scores. There are also Student Pre-Reading documents available for students and/or teachers to peruse before beginning the simulations.

• All the Virtual Business Online sims now share the same user interface so teachers will only have to learn the system once if teachers want to purchase additional Virtual Business products. Step-by-step instructions that help guide the user through simulations are also available. With these resources, teachers should be able to train themselves in use of this technology.

• Because students use computers consistently in class, very minimal or no training would be required to use the student computers.

REFLECTIONS

When I first heard the phrase “game-based learning”, I was skeptical about how it could truly support student learning outcomes. But if you take into consideration that “schools, office buildings and other worksites are filled with people who have never known a world without videogames, cell phones, and the internet” (Trybus, 2014), I believe this is an instructional practice that deserves consideration.

In conducting research for this assignment, I found that there are several well-designed games-like Virtual Business-that can motivate students to actively engage in meaningful and challenging tasks to learn content while sharpening critical-thinking and problem-solving skills.

REFERENCES• Barocas, Susan, Math/Computer Science Teacher, Northampton High School, Massachusetts

• Durga, S. From users to designers: Building a self-organizing game-based learning environment. TechTrends, 49, 34-42.

• Isaacson, M. (2013). Support Video Game Based Learning In The Classroom | IGM Mobile. IGM Mobile Support Video Game Based Learning In The Classroom Comments. Retrieved June 15, 2014, from http://mobile.indiegamemag.com/support-video-game-based-learning-in-the-classroom/

• Lou, Y. Learning to solve complex problems through between group collaboration in project based online courses. ‐ ‐Distance Education, 25, 49-66.

• Prchal, John, Marketing Ed. and Business Computer Information Systems instructor, Wichita Falls Independent School District, Wichita Falls, Texas.

• Six Basic Benefits Of Game-Based Learning. (2013). TeachThought. Retrieved June 26, 2014, from http://www.teachthought.com/video-games-2/6-basic-benefits-of-game-based-learning/

• Trybus, J. (2014). Game-Based Learning: What it is, Why it Works, and Where it's Going. Game-Based Learning: What it is, Why it Works, and Where it's Going. Retrieved June 15, 2014, from http://newmedia.org/game-based-learning--what-it-is-why-it-works-and-where-its-going.html

• Turner, C. (2013). Research: Instructional Support and Game-based Learning. Organizational Psychology Adult Learning. Retrieved June 15, 2014, from http://psychlearningjournal.wordpress.com/2013/07/27/research-instructional-support-and-game-based-learning/