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Return to: ETAP 623 Spring 2021 (Byrne) | Integrating Educational Video Games



About Me

Hello! My name is Rawan Abdelaal, a Stem Cell Scientist and a current Curriculum Development and Instructional Technology masters student at UALBANY-SUNY. I graduated from The City College of New York-CUNY with a B.S. in Biotechnology in New York City. As a stem cell scientist studying neurodegenerative diseases and neuropsychiatric diseases with the integration of stem cell technology training students, my passion for teaching grew every day. Science is full of wonders and discoveries that students need to be acquainted with from a young age, and my goal as an upcoming educator is to help students understand new scientific discoveries and take part in scientific discussions, becoming an integral part of scientific communities.

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My Topic and Purpose

This professional development mini-course aims to provide educators with the tools, skills, and resources needed to integrate and incorporate educational video games (EVGs)in their curriculum to enhance the students’ learning experience and promote better content comprehension, focusing on STEAM fields. Its aim is to introduce instructors to the potentials of educational video games and their applicability in the classroom, as well as it will provide instructors with Gee’s (2005) Learning Principles of a Good Educational Video Game to assist them in the selection of the appropriate video game to include in their curriculum. Additionally, through learning activities and instruction, the course will engage educators in understanding the use and value of educational video games.

Scope of Learning Outcomes and Content

Learn:

  • How to integrate EVGs in the curriculum (technically and organizationally)
  • How to select EVGs for addition in curriculum
  • How to use EVGs (teacher training)
  • When and where in the curriculum is EVGs use most appropriate
  • The characteristics teachers should employ to utilize EVGs
  • The multiple resources of EVGs that can be used in different subjects

Create:

  • Clear instructions/orientation on the purpose of using EVGs
  • Design curriculum that incorporates EVGs for competency
  • Reflection/Feedback assessments on the topics learned through EVGs incorporation

Understand:

  • The benefits of EVGs in instruction facilitation
  • The benefits of EVGs in classroom management
  • The benefits of EVGs in student content engagement, motivation, and enhanced comprehension
  • The importance of EVGs in instruction design and teaching
  • The importance of selecting the proper EVG platform to use in the classroom

Needs Assessment

Instructional Opportunity: Game-based learning has taken educational institutions by storm recently, where more teachers are integrating it in their pedagogy to enforce high student engagement and learning motivation. Incorporating video games that are designed to serve educational context and topics allows teachers to design a curriculum that is able to captivate the students’ attention and hold it for a long period of time as the students learn to master the game’s complexities and accomplish its objectives (Lee et al, 2004; Dondlinger, 2007; Marin-Diaz et al, 2019).

Instructional Problem: In this digital era and educating digital natives, teachers are faced with challenges of creating innovative curriculums that enhance students’ engagement and motivation to learn as well as promote their learning experiences. Teachers have an understanding that introducing and utilizing technology to create an effective learning experience is important, however, their acceptance of EVGs has been influenced by several barriers and drivers, including technical and organizational support, training on EVGs, previous gaming experience, social influence (such as colleagues’ adoption and examples of best practices) as well as classroom management.

Nature of What is to be Learned: This course focuses on providing instructors with the proper understanding of game-based learning to encourage its implementation as well as provide them with the tools and credible resources of EVGs. Additionally, the course aims to change the teachers’ openness and acceptance of game-based learning to allow for more effective and enhanced student learning environment. Moreover, this course will implement Gee’s (2015) learning principles of a good educational video game to help instructors better select and inspect video games to use for the benefit of the curriculum and design facilitation.

Learners within the Context: This course is directed at STEAM teachers, however, is applicable to other subjects as well. It is intended for educators who have had a lot, little or no experience with educational video games pedagogical incorporation.


Intended Change: By the end of the course, instructors should be able to conduct the following:

  • Instructors need to be able to guide their students on the use of EVGs
  • Instructors needs to have a basic understanding of the EVG selected and how it ties class content to promote instruction facilitation
  • Instructors need to be aware of how EVG is implemented in their subject as well as in other subjects in order to understand the importance of this educational evolution
  • Instructors need to develop and acquire technical skills (teacher training)

Analysis of the Learner and Context

The learner of this course includes pre-service and in-service teachers, STEAM teachers as well as teachers from other field subjects. This course is mainly aimed at providing educators with a tool that will not only enhance their teaching experience, but also facilitate it by giving students creative outlets that will help them further comprehend content. The current percentage of in-service teachers who use gaming in their teaching is less than 50% (Ruggiero, 2013) for reasons such as lack of administrative support, openness and innovativeness, training on educational video games and experience, and this course is determined to change that idea.

Performance-Based Objectives

Unit 1: Introduction to Game-based Learning
Learning Objectives:

  • Define what is game-based learning
  • Define the benefits of game-based learning
  • Define Educational Video Games

Unit 2: Selecting Educational Video Games
Learning Objectives:

  • Define the criteria needed when selecting an educational video game
  • Understand Gee’s(2005) Learning Principles of Educational Video Games

Unit 3: Integrating Educational Video Games in the Classroom
Learning Objectives:

  • Understand when to implement educational video games in your own classroom
  • Understand why implementing educational video games is important
  • Understand how to implement educational video games

Unit 4: Exploring Educational Video Games
Learning Objectives:

  • Observe an example of an educational video game incorporated in a classroom
  • Learn about the resources of educational video games
  • Select an educational video game and provide an outline of how it will be incorporated into your own classroom

Task Analysis

Prerequisite Skills

  • Computer Literacy
  • Critical Reading Skills understanding types of EVGs
  • Digital Literacy
  • Comprehension skills to navigate selection of good EVGs

Supporting Prerequisites:

  • Openness and acceptance of video games use in an educational setting
  • Desire to create a motivating learning experience
  • Desire to enhance content presentation

Curriculum Map

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References and Resources

Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11(6), 665-671.

Dondlinger, M. J. (2007). Educational video game design: A review of the literature. Journal of applied educational technology, 4(1), 21-31.

Lee, J., Luchini, K., Michael, B., Norris, C., & Soloway, E. (2004, April). More than just fun and games: Assessing the value of educational video games in the classroom. In CHI'04 extended abstracts on Human factors in computing systems (pp. 1375-1378).

Sánchez-Mena, A., & Martí-Parreño, J. (2017). Teachers acceptance of educational video games: A comprehensive literature review. Journal of e-Learning and Knowledge Society, 13(2).

Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2017). The Effect of Age on Teachers' Intention to Use Educational Video Games: A TAM Approach. Electronic Journal of e-Learning, 15(4), 355-366.

Marín-Díaz, V., Morales-Díaz, M., & Reche-Urbano, E. (2019). Educational possibilities of video games in the primary education stage according to teachers in training. A case study. Journal of New Approaches in Educational Research (NAER Journal), 8(1), 42-49.