Session 7: Annotated Bibliography

Citation:

Charsky, D., & Mims, C. (2008). Integrating commercial off-the-shelf video games into school curriculums. TechTrends, 52(5), 38-52.

Summary:

This article talked about how game based learning through the use of commercial off the shelf (COTS) games can create a more collaborative and valuable learning experience for both students and teacher. The authors developed three types of instructional activities based on research findings.

The first type is called learn the game, which tracked the students’ skills and information gathering for later use. Assessment for this type of activity can be multiple choice, true/false or matching tests. The second type is called cross over where students were required to compare and contrast real-life events from the game. Assessments can be short answer questions. The last type is called game as a theory of content where the students analyzed and critiqued the actual events. Assessment can be done through research papers.

“The inspiration for the three types of instructional activities has come from a variety of methods that seek to provide an authentic learning environment, inextricably relate content to context, allow for errors and learning from those errors, use a variety of tools that assist learners in developing solutions from a wealth of resources, and position the student in an environment that allows them to collaborate and communicate about the content in order to achieve the highest of instructional objectives” (p. 42).

Review:

Overall this article is a must read if you want o learn about the effective uses of games in instructional strategy. The authors provided way on how to integrate specific games with certain classes. Also, they provided the challenges teachers may face implementing this type of instructional strategy and provided possible solutions.

Citation:

Stowell, T., & Shelton, E. (2008). Challenges, frustrations and triumphs of remixing an open source game engine for educational purposes. TechTrends 52(5), 32-36.

Summary:

The authors discussed the many challenges they faced in modifying an existing game to fit their goal of teaching. Because the existing game was old, they encountered compatibility issues which required them to re-format some things. Another issue was the lack of resources to complete the modification process.

Also, the article mentioned the benefits of games being used by teachers. The benefits included the demand for collaboration and social interaction. Students will learn to interact and collaborate with other students to figure out how to advance in the game. There were four conditions of engagement in instruction called the CUPS model:

· Challenge: Players must solve the puzzles in the game to progress.

· Uncertainty: Some puzzles can be solved in multiple ways, and the player will not know the outcomes of solving the puzzles at first—this will encourage learners to play consistently to discover the next secret or solution.

· Proclivity: The world environment will spark interest and encourage exploration; the puzzles will draw the player into the activity.

· Social Interaction: Learners enjoy creating a community around the game activity both “inside” and “outside” of the game itself (p.35).

Review:

The article thoroughly explained the problems faced in modifying an existing game for educational purposes. Although the author provided specific scenarios on how games, in general, are effective for educational use; but, it failed to provide an example on how the modified game was specifically used for the class it was modified for.

I recommend others to read the article for the purposes of knowing the challenges that can come with modifying an existing game to fit a specific class.

Citation:

Summervile, J., & Reid-Griffin, A. (2008). Technology, integration and instructional design. TechTrends 52(5), 45-51.

Summary:

The article talked about how can future and current teachers use technologies in their classrooms. It mentioned several instructional design models that involved integration of technology: the U.S. Air Force model, ASSURE model, the Teacher Decision Making model and the Kemp model. The authors then pointed out the strengths and weaknesses of each model and how it does not fulfill the flexibility in design and the goal of transferring knowledge to other subjects. With that in mind, the authors provided a method they developed that was better suited their teaching needs called the Summerville Integrated Model.

The Summerville Integrated Model took a more circular approach as opposed to a linear displayed by the other methods. The circular method allows for higher flexibility in design and transfer of knowledge, which were the authors’ main goals.

Review:

I highly recommend this article for those wanting to know more about the various types of instructional design methods. This article provides the reader with images of the models, which provided for a better understanding of the process.