Creating digital video is now more available and more efficient than it was when the Jasper series were initially developed. Briefly, if given the opportunity, what kind of mathematical or science adventure might you design? Why? Pay attention to your underlying assumptions about teaching and learning regarding your design and your definition of technology. How would instruction in this adventure help to address misconceptions in math or science for some students?
If I was given the opportunity to design a mathematical or science adventure, I would ensure that it was tailored for all types of learners and had various skill levels. This is extremely important because if there were not different types of levels, some students would give up (might be too hard/easy). This computer-based design would have a lot of opportunities for learners to:
- practice problem solving
- there would be a combination of group and individual work
- critical thinking skills embedded into the adventure
- decision-making
- reasoning
- trial and error
- rewards
- learners would be able to monitor their own progress
- it would be suitable for all students including those that are ELL, LD, MID
- there would be scaffolding in this adventure game
- learners would have to build a plan of action
- apply current knowledge to build upon new knowledge
- it would have some kind of sequence to the adventure so learners can make predictions so they can understand that if they go North, the big monster may end up getting them
- it would be interdisciplinary; math, science, socials, etc. rooted into the adventure
- there would be a lot of exploration
- there would also be an option for learners to use a time-pressured button if they wanted to (not all learners like this so that is why it would be an option)
- would allow not just collaboration with peers who are sitting next to them but this adventure game would also allow learners from around the world to learn from one another and figure out problems together
I would design it in this particular way because I feel that it would reach a majority of learners and that is the most important aspect; all learners should be able to play this adventure game and feel confident (i.e. the different levels). It is important that this adventure game be suited for students with learning disabilities because many times, games are not suited for these kids and I would not want anyone to feel left out; everyone has the right to play and learn. I know that many of my students have a fear of math and I was thinking of them when I was writing this. This adventure game would allow students to go at their own pace so they are comfortable at their own level otherwise they will not be learning anything. Learners would be able to explore and if one thing doesn’t work, they would be able to try another. In practical work, learners spend a lot of time and effort on one thing before they understand that it will not work but in computer-based adventure game, those results would be much quicker.
According to the ‘Jasper experiment: using video to furnish real-world problem-solving contexts: The Cognition and Technology Group at Vanderbilt (1993), the results of using the Jasper series was evaluated by implementing it into a number of classrooms for one year; the teachers would administer tests over the materials. Students who were not receiving instruction from the Jasper were also given these tests. The results were that the students who were getting the Jasper series instruction did much better than the students who did not receive it. Moreover, the students who received the Jasper series had a better attitude towards math and liked it better than before.
These results influenced the characteristics of my adventure game as the results were so positive and not only did students learn but their outlook on math was much more optimistic. This design is constructivist in nature and allows students to ask questions and problem solve on their own (or in groups). They are able to develop critical thinking skills and apply them to the real-world.
References:
THE JASPER EXPERIMENT: USING VIDEO TO FURNISH REAL-WORLD PROBLEM-SOLVING CONTEXTS: The Cognition and Technology Group at Vanderbilt University Source: The Arithmetic Teacher, Vol. 40, No. 8 (APRIL 1993), pp. 474-478
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80
Hi Sabrina,
When you create this adventure game, I would love to use it! It sounds like it would embody many positive features to engage all learners and different ability levels.
For practice and reinforcement, after my students have learned a new concept, I have my students enrolled in Mathletics. One feature I love about this program is that it lets the teachers set up a class but form different groups within that class. For each strand in Math, for instance, I have students who are in an enrichment section, and others who are in a level below the class. Students aren’t aware who is in what group either which I also appreciate. Another feature of the program that I enjoy is that the questions will get progressively ‘harder’ if students are answering them correct quickly, and alternatively will get ‘easier’ if they are getting the wrong answers. One thing the program does lack is open-ended problem-solving questions and it doesn’t offer students the chance to collaborate. This is why I make sure that I am using a wide range of resources so that students are offered different ways to show their knowledge and practice concepts.
Cheers,
Sarah
Hi Sabrina,
Thanks for your post! I would really love to play your math adventure! I think that you have covered one important aspect that I would also see as vital for a successful adventure: this is tailoring the adventure to the skills and needs and interests of the students.
Do you know of any adventure game that fulfills your requirements? I immediately thought of Minecraft – you may know it. Minecraft itself offers the possibility to explore a complex world and to try to survive in it. Within Minecraft, it should be possible to design problems that the students have to work on – such as building a farm and growing a certain numbers of animals, or exploring the world and designing a world map, or building a complex machine that can be used by other players. These scenarios would support group work and also tailoring to the student. Do you know of approaches to use Minecraft as a basis for a scientific adventure? Would this partly fulfil your requirements?
Elske
Hi Sabrina,
Your adventure game sounds amazing and as it would be suitable and target a wide range of students at varying abilities. You made a great point about how students with ministry learning designations should have accessibility to games at their level. I find I run into this problem a lot. I have some grade 7 students who in Math are working at a grade 3 level. It’s hard to find programs suited for their age without appearing ‘babyish” and that they are not embarrassed to play or to find programs that are suitable for their level but then shows the grade level! Do you find this issue?
Hi Sabrina and Amanda,
I have a grade 7 math class that has a variety of skill levels (K-7). Unfortunately, I only have one student who has been tested and is on an IEP. That means that I am trying to support all of these levels in one classroom. I would love to find adventure games/online games, etc. that teach grade 7 concepts, but at varying levels. My students know what level they are functioning at as I think it’s important that they understand this, but it’s not something that I want them to focus too much on as this will cause them to become discouraged. Amanda, I also find that it’s difficult to find games that are not “babyish” and that doesn’t constantly show them their level.
Mathletics uses letters on some areas (e-books) instead of grade levels, but the students figure this out quickly.
I find that sometimes it is helpful to use apps that focus on a few concepts (addition, subtraction, multiplication and division) and these usually have different levels. Math Bingo is a good example. Does anyone know of any good programs or apps that they have had success using?
Nicole
Hi Sabrina
I like the fact that you discussed tailoring “for all types of learners and had various skill levels”.
I wonder if it is possible to make a learning object that is tailored for ALL students.
A good next step might be to see if there is a game that is suited for all different types of students.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher