Mamta Shah | Drexel University (original) (raw)

Papers by Mamta Shah

While game-based learning has entered K-12 classrooms, the integration process is often not docum... more While game-based learning has entered K-12 classrooms, the integration process is often not documented because of a focus on the effects of games. This paper presents results of a digital games technology integration process in a yearlong research project. The project uses four videogames in a ninth grade classroom in an urban high school setting to develop math and science skills, motivation to learn, and creative thinking. The results are taken from field notes based on meetings with teachers and administrators, observations and videos of student interactions, and memos on the research/teaching process. Several factors are highlighted as contributing to a moderate success of game integration into the high school: physical infrastructure, teacher game knowledge and support, administrator support, and classroom management. It is discussed that for complete success of game integration, administrators must support the process and teachers must play games and understand game-based pedagogy.

Systematic incorporation of digital games in schools is largely unexplored. This case study explo... more Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and applied the Play Curricular activity Reflection Discussion (PCaRD) pedagogical model using the game RollerCoaster Tycoon 3 in a 5th and a 6th grade classroom to support student learning of systems thinking. Data sources included a knowledge test, interviews, and participant and video observations. The teacher (innovator) successfully adopted the PCaRD model (innovation) as a pedagogical guide for teaching systems thinking with the game in the school (context). Students had statistically significant gains in introductory systems thinking knowledge. Conclusions and implications are discussed for integrating games using our ecological approach.

Journal of Educational Computing Research, Apr 1, 2015

There is a need for game-based learning frameworks that provide a lens for understanding learning... more There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression (ICCE) framework to examine a mathematics game (Dimension M) to support learners. The study was conducted using mixed-methods with interviews, observations, and pre-post assessments, in addition to analyzing learner experiences using the ICCE framework. Results showed that the twenty 9th graders’ in the game-based learning course had statistically significant mathematics gains, but not for motivation. Interpretive results highlight how ICCE as enacted in the game design supported learners’ experiences. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

Research about teachers’ knowledge of game-based learning is in its infancy. Fourteen pre-service... more Research about teachers’ knowledge of game-based learning
is in its infancy. Fourteen pre-service teachers completed
a methods course, which prepared them in game analysis,
game integration, and ecological conditions impacting game
use in school contexts using the Game Network Analysis
(GaNA ) framework. Surveys and tests were administered
in a mixed-methods study to assess participants’ acquired
knowledge of GaNA . Additional data were solicited using
background surveys and focus group interviews to understand
participants’ thoughts about game-based learning. Data were
analyzed using t-tests and thematic analysis. Participants
demonstrated statistically significant gains on the constructs
of GaNA . Participants also reported changed thoughts about
the processes for incorporating game-based learning in K-12
classrooms. This included insights about teacher roles, game
selection, and contextual factors for successful adoption of
games in schools. GaNA may be beneficial for advancing the
work of both teacher educators and researchers in developing
and assessing novice-expert teachers’ competence in adopting
game-based learning.

Research focusing on the development and assessment of teacher knowledge in game-based learning i... more Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Surveys and tests were administered to assess participants’ acquired knowledge of GaNA. Additional data was solicited using background surveys and focus group interviews to understand participants’ thoughts about game-based learning. Data was analyzed using t-tests and thematic analysis for assessing the effect of the intervention on teachers’ knowledge of game-based learning. Participants made statistically significant gains on the constructs of GaNA and the course had a large effect on participants’ acquired knowledge. Participants also reported change in their thoughts about the processes involved in incorporating game-based learning in K-12 classrooms. This included insights about teacher roles, game selection, and contextual factors that might impact the successful adoption of games in schools. GaNA may be beneficial for advancing the work of both teacher educators and game-based learning researchers in developing and assessing novice-expert teachers’ competence in adopting game-based learning.

Journal of Research on Technology in Education, Mar 24, 2015

This paper elucidates the process of game-based learning in classrooms through the use of the Pla... more This paper elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a yearlong elective course. Data sources included interviews and observations for understanding the process of students’ content knowledge and motivation to learn. Pre to post assessments were administered for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning.

Researchers argue that facilitating game-based learning requires teachers to cultivate specialize... more Researchers argue that facilitating game-based learning requires teachers to cultivate specialized knowledge and skills. However, current trends suggest that few studies have explored the development and assessment of teacher knowledge of game-based learning. In this paper, we present quantitative findings from a mixed-methods study undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen graduate and undergraduate pre-service teachers completed an 11-week methods course in game-based learning which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Data sources included pre-post knowledge surveys and pre-mid-post tests that assessed participants’ acquired knowledge and skills of GaNA. We report on the effect of the intervention on teachers’ knowledge of game-based learning. Conclusions and implications are discussed for developing and assessing teachers’

Society for Information Technology and Teacher Education. AACE, Mar 2014

Pre-service teachers need the skills to identify the suitability of games and to employ games in ... more Pre-service teachers need the skills to identify the suitability of games and to employ games in curriculum development. We present a qualitative study in which one pre-service teacher analyzed and integrated Minecraft in a game-based learning lesson (GBL) plan for teaching English. This study is part of a mixed-methods project undertaken to educate fourteen pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. An 11-weeks course prepared pre-service teachers in game analysis, game integration, and ecological conditions impacting game use in school contexts. We illustrate the use of GaNA by one pre-service teacher by describing the characteristics of Minecraft and subsequent learning activities created using the game for teaching English. A rubric based on GaNA facilitated the analysis and integration of Minecraft in a game-based learning lesson plan. Conclusions and implications are discussed for educating pre-service teachers in GBL using GaNA.

Journal of Research on Technology in Education

This paper reports results from a yearlong project at a high school that used the Play Curricular... more This paper reports results from a yearlong project at a high school that used the Play Curricular activity Reflection Discussion (PCaRD) model for integrating games in classrooms. PCaRD was implemented using three games for supporting teachers and students in an elective course. Qualitative data sources such as interviews and field notes were primarily used to understand the process of students’ content knowledge and motivation to learn Mathematics, Physics, and Social Studies supported by quantitative assessments for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning.

Journal of Educational Technology & Society.

International Journal of Virtual and Personal Learning Environments., 2014

Few research frameworks exists that focus on aiding game selection and use, analyzing the game as... more Few research frameworks exists that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This mixed-methods study with interviews, observations, and pre-post assessments examined the mathematics game Dimension M. It was analyzed using the ICCE framework. We report the results of twenty 9th graders’ motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

Recurring barriers and lack of empirical knowledge about the pedagogical nature of teaching with ... more Recurring barriers and lack of empirical knowledge about the pedagogical nature of teaching with games deter teachers from effectively adopting game-based learning in classrooms. In this paper, we present an in-service teacher’s insights from implementing the Play Curricular activity Reflection and Discussion (PCaRD) model for game-based learning. PCaRD was employed using RollerCoaster Tycoon 3 to teach 5th and 6th grade students about systems thinking in a private K-8 school from January to April 2012. Data sources included interviews, in-class participant and video observations, and after-class teacher-researcher reflective meetings. We report on the teacher’s comprehension of PCaRD as a pedagogical guide and RCT3 as a curricular tool for teaching systems thinking. Conclusions and implications are discussed for teaching with games using the Game-Network Analysis for Teachers (GaNA-T).

While game-based learning has entered K-12 classrooms, systematic models for integrating games ha... more While game-based learning has entered K-12 classrooms, systematic models for integrating games have lagged behind. In this paper we describe the Play Curricular activity Reflection Discussion (PCaRD) model for integrating games into classrooms. As part of a yearlong study, in a game-based learning course, we developed the model iteratively to support teachers and students. The PCaRD model was developed using design-based research methods while we employed mixed-methods to assess the students’ content knowledge, motivation to learn, and possible selves. We report the integration process of PCaRD by outlining it and focusing on how it supports opportunities for students learning through experiences of inquiry, communication, construction, and expression. Conclusions and Implications are discussed for teaching with games and using PCaRD.

Successful innovations in game-based learning must facilitate a synergy between student engagemen... more Successful innovations in game-based learning must facilitate a synergy between student engagement and pedagogy through games. This study examines an emerging Play Curricular activity Reflection and Discussion (PCaRD) pedagogical model for the systematic integration of games in K-12 classrooms. As part of a yearlong classroom course, the PCaRD model was iteratively developed using design-based research approach with quantitative and qualitative measures to assess students’ content knowledge and motivation. 20 students completed the game-based learning elective course for engaging students in alternative ways to participate in mathematics, science, and basic microeconomic principles. Findings suggest that the PCaRD model with its underlying theoretical premise and with teachers support provides transformative learning opportunities for students. In addition, participants explored possible selves, valued, and learned the content.

This pilot case study explored the educational experiences of the alumni of a K-8 independent Cat... more This pilot case study explored the educational experiences of the alumni of a K-8 independent Catholic school situated in a high poverty Northeastern city. Through semi-structured interviews, alumni recalled retrospectively the lived educational experiences that were personally significant to them and reflected on how it impacted their life thereafter. Participants included a group of ten African-American alumni, four females and six males (ages 21-27 years), who graduated between 1997 and 2002, and were enrolled in the school for 3-9 years. Understanding educational outcomes cannot be exclusively limited to the mastery of academic content knowledge and standards based performance. This ignores the identification of the experiences, capability, and character necessary to cope successfully in a world they enter as adults.

The discussions surrounding school reform are still fundamentally based upon making the present s... more The discussions surrounding school reform are still fundamentally based upon making the present system more “rigorous” in order to prepare our students for the future. Does this powerful cultural “mind-set” that repeats the structures and routines for schools prepare students to deal with global unpredictability and unprecedented change? What principles would underlie schools that “shift” from the above assumptions that have underpinned the “industrial” model of schooling? Primarily, it would be situated in the ideas found in both systems thinking and living systems. CSRL is initiated with the vision to explore, develop, and promote a new set of assumptions and rationales for learning and what schools need to be in this century and beyond. What would happen if schools were perceived to be “seed beds” and students as seeds? Given this underlying metaphor, how would the school be designed physically and operationally? The present structures within schools need to be the focus of any inquiry to find ways to redesign schools for the emerging needs of the 21st century. Structures include school board policies, contracts, curriculum organization, schedules, technological infrastructure, and instructional strategies employed in classrooms throughout a school system. These contribute to how educators, students, parents, and community routinely participate within and with the school; they make visible our assumptions about learning and how we interact with people and information. Finally, CSRL intends designing interdisciplinary research, training activities for fostering leadership skills, and new organizational structures for creating sustainable and regenerative learning for students of today and tomorrow.