CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 1

Case Study: Educational Games in Middle School Classrooms

Team 1: Ashli N. Bumgardner, Dalia E. Darwish, and Molly M. Nance

MS Instructional Science & Technology (MIST), CSU at Monterey Bay

IST 524: Instructional Technology

Dr. Sarah Evanick

September 8, 2020
CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 2

Case Summary

Michael Bishop is a university researcher leading a team developing science games for

middle school science classes (Pedersen, 2019, p. 16). Michael believes his inquiry-based game

project will teach students important critical-thinking skills and help them perform better on state

standardized tests (Pedersen, 2019, p. 12). As Michael tries to pitch his project for pilot testing to

different schools, he is turned down for various reasons, but mainly due to lack of time in the

classroom. He is further advised to try his games in summer school or with after-school students

instead (Pedersen, 2019, p. 15). Frustrated at a skeptical audience, Michael decides to form a

group of advisors to help him convince schools of his project (Pedersen, 2019). He recruits a

science curriculum expert, game designer, and university professor to advise him, but the

conversations they have still leave Michael undecided about what to do next (Pedersen, 2019, pp.

15-19).
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Preliminary Analysis

Challenges and Barriers

There are several barriers that prevented Michael from implementing the science games

in middle school classrooms. The school district that he initially built a relationship with to pilot

the games experienced a severe decline in the students’ statewide test results: 18% below the

national average (Pedersen, 2019, p. 11). Because of this, the school district personnel pivoted

their focus on preparing their 8​th​ grade students for the science proficiency tests, and had no time

for the games (Pedersen, 2019, p. 11). Michael had to start from scratch and build a new

relationship with other school districts. As Michael tried to contact the neighboring districts to

pilot test his project, he was either turned down or received no response (Pedersen, 2019, p. 12).

Additionally, “the purpose for which [Michael’s team] had received funding . . . was to increase

the engagement of all students in scientific inquiry in their science classes” (Pedersen, 2019, p.

15), not just those in pre-AP classes or gifted programs (Pedersen, 2019, p. 16).

The table on the following page summarizes Michael’s efforts in speaking to school

personnel about his science games project and the reasons for their refusal to participate in the

pilot project as presented by Susan Pedersen (2019, pp. 11-15).

 CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 4

Name Position School Proficiency Reason for Nonparticipation

Test Rating

Tara Jones District-level Oakdale Below The cohort for the games is 8​th​ graders,
science Middle School Average who will be taking proficiency tests, and
curriculum the district wants to focus more on skills
specialist due to low proficiency test results; games
take too long (Pedersen, 2019, p. 11).

Bailey Science Weyman n/a Games seemed too advanced, not suitable
Richards Curriculum Independent for the average learner, and they
Specialist School potentially can be a waste of time for the
District (ISD) students as they try to figure out how to
play the game, rather than actually
learning from it (Pedersen, 2019, p. 12).

Districts were moving toward a common

Laura Science Neighboring Satisfactory curriculum approach, which was already
Kenner Coordinators districts receiving criticism, and the games would
& not be well received (Pedersen, 2019,
Daniel p.12). Additionally, there weren’t
Brown enough computers to share with other
classes like math and language arts
(Pedersen, 2019, p.12).

Jim Assistant Mason ISD Excellent / As a pilot program, the games can be
Harrington Superintendent Exemplary intrusive to the students’ learning process
for Curriculum because they will be bogged down with
taking surveys, tests, etc. (for the benefit
of the game developer) (Pedersen, 2019,
p. 15). Michael’s game already had
“bugs,” and could be a time-waster for
the classroom (Pedersen, 2019, p. 15).
The recommendation was to implement
them in pre-AP classes and a magnet
laptop program (Pedersen, 2019, p. 15).
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Benefits of Game-Based Learning

Although schools did not argue about the games being inappropriate for science learning,

they still did not want them in regular science classes (Pedersen, 2019, p. 15). To make his case

for educational games, Michael could argue that current approaches in schools have been

ineffective in raising the proficiency tests, such as in the example of the Oakdale district’s eighth

grade average dropping 8% (Pedersen, 2019, p. 11), and how using research-based

game-learning in the classroom can have beneficial results. According to Gee (2003), games can

allow students to acquire skills that are difficult to learn in traditional settings.

Furthermore, the games Michael’s team developed support Next Generation Science

Standards (NGSS), which call for critical thinking and inquiry-based learning (Pedersen, 2019, p.

15). As presented in Pederson (2019, pp. 12-19), Michael can explain how games support NGSS

and their potential benefits by touching on the following points:

● Games address grade-level standards

● Games engage students in student-directed inquiry

● Games mimic a real-world environment with authentic tasks

● Games promote collaboration among students

● Games teach problem-solving skills

● Games promote a higher level of knowledge retention

● Games meet the needs of the learner in a fun and motivating way

● Games keep students stimulated, focused and on-task with minimal “off-task” behavior
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Last but not least, Michael can argue that games can provide embedded stealth

assessments with automated data collection to help teachers track students’ competencies (Van

Eck et al., 2015b, p. 282).

Keeping the Games in the Classroom

The whole point of Michael’s game project was to introduce an innovative

technology-based approach to student engagement in inquiry-based science learning in standard

middle school classrooms (Pedersen, 2019, p. 15). If Michael is forced to test his games only in

after-school science programs, this does not help his study of effectiveness in the classroom. To

Michael, testing the games only with “gifted students, after-school programs, and science

summer camps seem[s] like an admission that these goals [aren’t] appropriate for regular kids in

regular classes” (Pedersen, 2019, p. 15). He feels he cannot prove that his game is going to work

in mainstream classrooms if his test results are not from within them.

On the other hand, if Michael proceeds with using the games in after-school classes, it

would give him a space to test his game, make any suggested modifications, such as including

demonstration videos and reducing the amount of time it takes to play the game (Pedersen, 2019,

p. 15). He could also work on the bugs that Jim Harrington pointed out (Pedersen, 2019, p. 15).

Since districts like Oakdale use after-school programs for “students who fell just short of

proficiency” (Pedersen, 2019, p. 11), this would offer Michael a lot of insight on how to make

his game work well for students struggling with science. Perhaps using the after-school program

as a space for formative assessment for his game would help him move it to the next level to

make it appropriate for further consideration from school districts, as Antonia Fisher suggests
CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 7

(Pedersen, 2019, p. 11). He might not meet the same rejection at school sites if he has the

opportunity to test and redesign to meet their concerns.

Implications for ID Practice

Learner Characteristics for Game Designers

Michael’s project is catered to middle school science students, so typically students in

grades six-eight. When designing games for students, several factors defining learner

characteristics must be considered. According to ​Drachsler & Kirschner (2012), accounting for

learner characteristics would ensure a more effective and engaging learning experience. Learner

characteristics can be personal, academic, social, or cognitive (Drachsler & Kirschner, 2012).

Here are some examples:

● Students’ comfort levels with technology or computer usage

● Students’ level of understanding of English language, if that is the language used in game

instructions

● Students with special needs according to IEP and/or 504 plans

● Students’ current knowledge level on the subject matter

● Students’ needs for interaction with each other and their subject of learning

Game Contexts and Design

Video games can be offered in a variety of settings for student-centered learning. They

can be simply used as educational research tools, allowing students to experience “novelty,

curiosity and challenge” (Griffiths, 2002) in a traditional classroom. Games are also used for

skill development for students with special needs in the areas of language, basic math, basic
CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 8

reading, and social skills (Griffiths, 2002). Games can challenge pre-AP and AP students,

developing their critical thinking skills.

When designing educational games, it is important that the designer take the learner into

consideration. As David Merrill points out, the research shows “students learn better when

engaged in solving problems” (2002, p. 45 as cited in Mayer, 1992). With problem-based

learning, problems should be authentic, real-world applicable, and should activate prior

knowledge (Ertmer & Glazewski, 2018, p. 287). Additionally, they should allow for learner

autonomy and collaboration (Ertmer & Glazewski, 2018, p. 287). Any game or learning

experience should begin with some form of activation of prior knowledge (Merrill, 2002, p. 46).

Asking students to recall a previous experience helps to increase learning (Merrill, 2002, p. 46).

Allowing students to collaborate on some of the tasks can facilitate community. Allowing

students to choose their game route, or even to choose game characters (e.g. creating avatars)

might help students form a sense of ownership of the material.

Questions game designers should ask. ​Based on the elements of video games that

Griffiths (2002) presents as necessary when considering a video game for educational purposes

(p. 50) and the feedback Michael received from administrators at various school districts as well

as professionals in science education and gaming design (Pedersen, 2019), game designers

should consider the following questions:

● What are the learning objectives and how will the game align with this curriculum?

● How will the teacher be able to evaluate the learning throughout the game-playing?

● How long will it take to complete the game?

○ How will a longer game keep students motivated?

CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 9

○ Will this be acceptable for a typical classroom setting?

● What will the teacher’s role be?

○ How will teachers be trained/prepared for this new way of facilitating learning?

● What, if any, background knowledge and/or technical experience is required?

○ Consider the age and skill level of the player and player’s ability to adjust

difficulty of the game.

● Are computers an accessible resource for the students at school?

○ What type of hardware is available?

○ What is the time allotment for typical computer access that would be available for

playing the game?

● Which grades would be suitable for educational games?

● What areas of the curriculum and skill sets could the games help enhance?

Assessing Student Learning Through Games

Assessing students’ learning through games and making inferences about their

interactions and behavior throughout the game is one of the challenges teachers face (Van Eck et

al., 2015b, p. 281). Because each game may be different, there is not one universal way for

assessing the learning. It may be up to the teacher to decide on the best method, which may be a

combination of one or more methods. Discussed below are a few examples.

Direct observation.​ One approach for game assessments is through direct observation,

where the teacher observes the students and their interactions with one another during the game.

This may be accompanied by questioning the students about what they are doing in the game and

allowing them to explain their choices.

CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 10

Integrated assessment.​ Integrated assessments are another tool for assessing students

without affecting the quality of the games. One such example is stealth assessments. Stealth

assessments are a type of assessments that are invisibly embedded in the game environment

itself, to measure progress toward competencies (Van Eck et al., 2015b, p. 281). The advantage

to using an integrated assessment is that it doesn’t cause interruption or disengagement to the

learner during game time.

Factors Affecting Game Adoption and Other Innovations

Some of the factors affecting administrative officials’ inclinations to adopt this game are

similar to the concerns about new innovations such as constructivism. A primary concern with

constructivism is whether or not students are ready, “motivated and emotionally mature enough”

(Wilson, 2019, p. 63) for the responsibility of directing their own learning. There is concern

about building in enough scaffolding to support students to be able to succeed. With this game,

Michael is met with a similar concern from Bailey Richards, a science curriculum specialist: “. . .

these kids aren’t used to having to figure so much out for themselves. . . . a lot of kids [would be

found] wasting their time not knowing what to do” (Pedersen, 2019, p. 12). There is a general

concern that students will struggle with the material if they are directing their learning.

Another concern is teacher training for the new way of learning. Bob Blanchard brings up

an experience he had with testing games in the classroom (Pedersen, 2019, p. 18). In one of

Bob’s recounted experiences, once the teacher was in charge of running the game sequence with

students, the teacher tended to help the students by “showing them specific strategies” (Pedersen,

2019, p. 18), which is unhelpful when the point of the game is to allow for student inquiry and

problem-solving (Pedersen, 2019, p. 15). Teacher guidance for one strategy might ruin one of the
CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 11

core objectives of the game. This same concern about a strategy being misused is presented by

Brent Wilson (2018) in Chapter 7 of ​Trends and Issues​ ​in Instructional Design and Technology,​

in the example in which Professor George believes he is teaching under a constructivist theory,

but his students do not come away with the course feeling confident in their abilities to find

answers because in his approach, he leans toward supporting students throughout the whole

process with class time (p. 63). Perhaps with both examples, a scaffolded route would be if the

teacher starts off in this sort of support role but eventually becomes less and less of a resource.

Students would eventually complete Michael’s game on their own. Professor George’s students

would eventually be able to find answers without assistance.

Conclusion

This case demonstrates the need for designers to ​begin t​ heir process with the audience,

the learners, and the objectives when designing any learning experience, games included, rather

than presenting that audience with a finished product to retrofit. If Michael had begun his work

first by meeting with school district officials to figure out the needs for this type of learning

experience, perhaps the game would have been tailored to suit the needs of the students in these

science classrooms, and this would have allowed the game to be implemented for its intended

audience.
CASE STUDY: EDUCATIONAL GAMES IN MIDDLE SCHOOL 12

References

Ertmer, P. A., & Glazewski, K. D. (2018). Problem-Based Learning: Essential Design

Characteristics. In J. V. Dempsey & R. A. Reiser (Eds.), ​Trends and issues in

instructional design and technology​ (4th ed., pp. 286–295). Pearson.

Drachsler, H., & Kirschner, P. A. (2012). Learner Characteristics. In N. M. Seel (Ed.),

Encyclopedia of the Sciences of Learning, Volume 4 (pp. 1743-1745). New York:

Springer. DOI: 10.1007/978-1-4419-1428-6_347

Gee, J. P. (2003). ​What video games have to teach us about learning and literacy​. New York:

Palgrave Macmillan.

Griffiths, M.D. (2002). The educational benefits of videogames ​Education and Health, 20(​ 3),

47-51.

(Mayer, R.E. (1992). ​Thinking, problem solving, cognition​ (2nd Ed.) W.H. Freeman.)

Merrill, D. M. (2002). First principles of instruction. ​ETR&D, 50(​ 3), 43–59.

Pedersen, S. (2019). Implementing gaming technologies in traditional k-12 contexts. In P.

A. Ertmer, J. A. Quinn, & K. D. Glazewski (Eds.), ​The id casebook: Case studies in

instructional design​ (5th ed., pp. 11–19). Routledge.

Van Eck, R. N., Shute, V. J. & Rieber, L. P. (2015b). Leveling up: Game design research and

practice for instructional designers. In R. Reiser & J. Dempsey (Eds.), ​Trends and issues

in instructional design and technology​ (4th ed., pp. 277-285). Upper Saddle River, NJ:

Pearson Education, Inc.

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Wilson, B. G. (2018). Constructivism for active, authentic learning. In J. V. Dempsey & R. A.

Reiser (Eds.), ​Trends and issues in instructional design and technology​ (5th ed., pp.

11–19). Routledge.