Enhancing E-Learning Experience - Assignment Example

Enhancing E-Learning Experience through Game-Based Interactive Learning "When learning isnt fun, its not learning"… Roger Schank Rationale of Research Rationale: This study focuses on the impact of game-based interactive interventions on e-learning. The study recognizes that learners of the 21st century have different learning needs, and require a different stimulus to motivate them towards lifelong effective learning. Prensky (2004) calls these emerging learners as “The Millennial(s),” whose focus is not on the learning content; but, learning tools, that facilitate 21st century skills. These digital natives, as Prensky observes, are growing in an era where knowledge and skills are being acquired predominantly, through video games, e-mails, mobile phones, TV channels (including MTV); than by book learning. Prensky further contends that six significant transitional imperatives would govern the future of learning, as shown in (exhibit 1). Conventional Speed Twitch Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work Oriented Fun Oriented Stand Alone Connected Exhibit 1 Six Transitional Imperatives for 21st Century Learning (Prensky, 2004) This study is based on the hypothesis that games and simulations make learning, not merely effective, but, engaging as well. In their doctoral dissertation, Ahdell and Andresen (2001), define E-learning as “effective and engaging learning anywhere, at any time, developed and delivered using information technology.” In terms of Prensky’s transitional imperatives referred above, games and simulations, do offer all the significant features required in the 21st century learning paradigms. As Ahdell and Andresen point out, games and simulation sparkle interest through interesting storytelling narratives, thereby enhancing engagement; but to be effective, learning content in games have to be relevant and woven around strong context. Exploring the effectiveness of learning content, Schank (1997) opines, that people remember situations that turn out to be different from what they expected. Failing in interesting ways, Schank suggests, should be a goal of any learning intent. And, where else, than through games and simulations, can a facilitator embed failure-modes in learning? Prensky (2001) suggests the following characteristics that typify strong attributes of game-based learning engagement and effectiveness (see table 1): Table 1 Characteristic of Learning Engagement and Effectiveness (Prensky, 2001) Engagement Effectiveness Interactivity Goals and objectives Degree of interaction Rules Quality of interaction Outcomes and feedback Flexibility Conflict – Challenge – Opposition - Competition Competition Interaction Storytelling and context Research Problem: The research problem embodies the research study, both in its scope and depth, and unambiguously defined (Fouche, 2005). In this study, the research problem is centered on studying the impact of games and simulation in e-learning, in terms of effectiveness in learning content, and engagement in learning delivery. Klaus Mogensen (2009) states that the future of learning would revolve around: improved technology, virtual reality, augmented reality, amateuriazation and future competencies. The technologies would include: intelligence (smart), interactivity, individualization, and inclusion. Virtual classrooms, second life, situational encyclopedias, Wikipedia, open source and You Tube would become the order of the day. The scope of this dissertation would include the impact of such emerging technologies on e-learning and their adaptation to games and simulation. Bob Pearlman (2009) enumerates the 21st century skills that future learners need to possess as: Learning and Innovation Creativity and innovation Critical thinking and problem solving Communication and collaboration Information and Technology Information literacy Media literacy ICT literacy Life and Career Flexibility and adaptability Initiative and self direction Social and cross cultural skills Productivity and accountability Leadership and responsibility The scope of this dissertation would also include studying the efficacy of games and simulation through e-learning in inculcating and reinforcing these futuristic skills. Aims and Objectives Motivation The motivation for this study is both personal and professional. Having grown up in an environment that’s hooked to video, television, gaming arcades, internet, iPods and commercials in a global society, I feel it’s imperative for learning paradigms to change with times. The future learners could only be engaged through fun in learning arcades, Wi-Fi enabled learning caves, second life. I believe, it’s time to forge ahead with purposeful learning sprint than be extinct. As a future professional in the learning arena, I would want to experiment, innovate and adapt new technologies and tools to make learning effective, fun and relevant. Aims: The aim of this research is to evolve, and recommend, strong pedagogical framework for effective e-learning through games and simulation. Suitable and diverse case studies, of existing games and simulation offerings in e-learning, shall be studied and analyzed, for its efficacy on learning effectiveness and engagement dimensions. The chosen case studies shall be representative of varied domains, applicable across varied age-groups, of school going children. The best practices from these case studies shall be filtered and refined to evolve an effective framework for deployment of games and simulation as e-learning interventions of future. The aim will be reached by focusing on specific objectives. Objectives: The objectives of this research are exploratory and descriptive. The focus of this study is to seek answers to the following broad research questions: Game-Based Simulation-Based learning content and context To what kind and context of learning would game-based interventions be relevant? Are some specific domains of knowledge and skill more amenable to game based learning? Do the game-based learning methods motivate specific age-group of learners? Are game based learning interventions culturally or gender sensitive? How well are games based or simulation techniques aligned to shape learners to 21st century skills? Engagement and Immersion With regard to engagement and immersion, what kind of learning methods and technology enable maximal learning experience? What parameters could be used to evaluate learning engagement of game-based, simulation interventions? Learning content and effectiveness With regard to learning content and effectiveness, what specific learning styles, and learning principles would game-based interventions encourage? What design principles, learning methods, and assessment techniques help maximizing learning effectiveness? How would be the learning effectiveness measured? Return on Expectations and Investment With regard to Return on Expectations (ROE) and Return on Investment (ROI), how would be a game based e-learning intervention measured? What parameters would constitute a measure for stakeholders delight? Mind-set transition of learning facilitators What change in mind-set attitudes would current breed of learning facilitators need to undergo to quickly and effectively absorb game-based learning into the curricula? Future Role What would be the role of game-based, simulation oriented learning in future? Where is the technology heading? And, more significantly, what would be the expectations of Digital Natives – “The Future Learners?” Research Methodology and Design Research Methodology: This thesis focuses on games and simulation as e-learning interventions for school going children. The paper encompasses both the learning principles and methodology in a pedagogical sense, as well as, deployment of advancing technologies in creation of e-learning based games and simulation. The research methods to be incorporated in this paper shall therefore address both these dimensions, and seek to distil best practices in each, so as to evolve an effective framework for development and deployment of games and simulations as suitable learning interventions for school children. The backbone of this paper would be qualitative research achieved through exploratory case studies. For purposes of this paper, the interpretation by Noor (2008) on case study, as a means of “empirical inquiry that investigates a contemporary phenomenon within its real life context using multiple sources of evidence,” is appropriate. The evidence used in a case study would typically be qualitative in nature and focus on developing an in-depth rather than broad, generalized understanding. Ramim and Levy (2006) successfully used the case study methodology in dealing with e-learning systems of a small university, and a similar approach could also be valid in the current study. As a means of analyzing the qualitative parameters enunciated in the case studies, questionnaires, interviews and on-line polls would also be used in this study to establish the efficacy of learning effectiveness, and learning engagement, in game and simulation based e-learning interventions. The analysis of responses and feedback from such surveys would be a significant interpretation tool for this study. The selection of case studies itself, would emerge from market, and on-line surveys of game and simulation based e-learning products, especially targeted at school going children. The author would undertake specific surveys with the creators of such knowledge products, and analyze data with regard to their successful deployment with users. The author shall also download some of e-learning products available in public domain and deploy them on controlled pilot groups for purposes of this study. Some illustrative examples of e-learning products that could be used in this study are indicated (see table 2). Table 2 Game Based e-Learning from Public Domain Level Product Available from Elementary: Programming Rapunzel www.maryflanagan.com/rapunsel Middle School: Language The ESP Game http://www.espgame.org/cgi-bin/login Middle School: Algebra The Algebots http://www.games2train.com/games/algebots/thealgebots.html Middle School: Science Space Station SIM http://www.grsgames.com/products/game1/DGoals.html High School: Social Studies Tropical America http://www.tropicalamerica.com/ High School: Ethics Corporate Greed http://www.games2train.com/games/MatchIt/MatchIt.html High School: Environmental Science Environ-mental Detectives http://cms.mit.edu/games/education/Handheld/Intro.htm High School: Business Virtual Leader http://www.simulearn.net/SimuLearn/simulearn_home_page.htm High School: Mechanical Design Monkey Wrench Conspiracy http://www.games2train.com/site/html/tutor.html Research Design: The research design would include: Preliminary Design: a. Formulate Hypothesis i. Select pilot cases ii. Design and pilot research questions Fieldwork and Analysis Stage: a. Undertake market and product surveys b. Undertake and analysis of case studies c. Writing draft case summaries d. Peer review of case summaries e. Refinement of case studies f. Presentation of case studies Conclusion Stage: a. Cross-case analysis b. Drawing conclusions. Modify findings and hypothesis validation. The data collection and analysis techniques shall include: Collect data using questionnaires, interviews, on-line comments, focus group discussions, electronic journals, and observations. Analyze data to extract generalizations. Immersion in the data will allow discovering prevailing views on the broad questions posed. Common threads and re-occurring themes among the data that is gathered can be captured and reported. Undertake analysis to explore the nuances and subtleties emerging from interpretations from data. Expand analysis to seek deeper understanding, confirmation of the initial aims of the study, interpretations, and areas that need addressing in future researches undertaken. Research Plan: Preliminary Study and Activities: Identify research area, preliminary literature and market survey. Submit research proposal for acceptance. Exhaustive literature and market survey covering learning design, pedagogy, technology and products. Outline reports, discussions and firming up research plan. Identification of game-based, simulation-based e-learning modules: Identify e-learning modules available from public domain. Identify e-learning products available for demo or evaluation testing. Identify e-learning packages implemented in schools around the university. Obtain requisite permissions from authors / creators of e-learning packages slated for evaluation. Obtain requisite permissions from schools in vicinity for evaluation of e-learning products with users. Survey design and analysis: Questionnaire design and pilot testing. Structured interview-based survey preparation and collection of data. Conduct on-line polls, Blogs, focused professional group forums e.g. LinkedIn. Conduct on-line article / news / paper surveys for information regarding e-learning products under review. In-depth Literature survey: The outcome of data collected from surveys, polls and interviews would be validated with research case studies available in public domain, scholarly reviews and published reports. The in-depth literature survey shall act as a control mechanism in the research study. Interim-reports and Peer Reviews: Discussion on analysis and emerging interpretations would be subject to peer review for a neutral party feedback. This would help to clarify any biases stemming into the study. Limitations: The research study would be executed within the boundaries and constraints of an academic calendar. The researcher foresees the following limitations in this study: Sample size of evaluated e-learning products and targeted schools may be limited owing to time and cost constraints. Informed consent may preclude some of the participants from joining or withdrawing from the study. Obtaining permissions for use of some reputed e-learning products as part of research study may be challenging and restricting scope of study Proposed Timelines: The key activities for the successful completion of this research study can be divided into three stages, preparatory, research, and post research. Tentative timelines proposed for completion of this research work are shown in table 3. Table 3 Timelines for Proposed Research Study Activity From Date To Date Preparatory Stage: Conduct pre-research survey, problem recognition and formulation Evolve research plan, methods and identify key resources with timelines Elucidate scope and limitations of research work Submit proposal for acceptance by academic committee Research Stage: Conduct preliminary literature survey Identify key products, participants and obtain their consent for participation in research Gather data through interviews, questionnaire surveys and observations, as appropriate Collate, store, secure data in appropriate media, files and soft databases Analyze, summarize and report key findings and themes Undertake in-depth literature survey to validate key findings Undertake peer reviews to refine key findings Publish interim reports; discuss findings with participants where appropriate. Publish draft final reports for review Publish final research study report Post Research: Archive and secure all data files and case studies Archive all audio-video recordings. Archive diaries and log-books Secure and ensure confidentiality of sensitive data Publish lessons learned and shortcomings in research study, if any, for posterity References: Ahdell, R & Andresen, G 2001, Games and simulations in workplace eLearning, MS thesis, Norwegian University of Science and Technology, Norway. Fouche, CB 2005, Writing the research proposal, in AS De Vos, H Strydom, CB Fouche, & CSL Delport (eds.), Research at Grass Roots: For the social services and human service professions, 3rd edition, Pretoria, Van Schaik Publishers. Mogensen, K 2009, ‘Future of Learning’, paper presented at 25th Annual EADL conference, Oslo, Norway, 13-15 May. Noor, K 2008, ‘Case study: A strategic research methodology’, American Journal of Applied Sciences, 5(11), 1602-1604. Pearlman, B 2009, ‘From Students to Learners: New Learning Environments for 21st Century Learners’, paper presented at 10th Annual Building Learner Communities Conference, Boston MA, 29 July Prensky, M 2001, Digital Game-Based Learning, McGraw Hill, Boston. Prensky, M 2004, ‘Game Based Learning’, paper presented at Secretary’s NCLB e-leaning summit, Orlando FL, 13 July. Ramim, M. & Levy, Y 2006, “Securing e-learning systems: A case of insider cyber attacks and novice IT management in a small university”, Journal of Cases on Information Technology, 8(4), 24-35. Schank, R 1997, "Virtual learning: a revolutionary approach to building a highly skilled workforce", McGraw Hill. Read More