ECI 524: Global Learning Unit (outline)

● Compelling question: Is game-based learning worth to develop students global

competencies?

● Supporting questions: 1. What is game-based learning?

2. How can game-based learning improve global competencies?

3. What are other positive aspects to game-based learning?

4. What are potential pitfalls to game-based?

● Target: 7th Grade Social Study (Evolvement of Japanese Animation)

● Standards: 1. Construct charts, graphs and historical narratives to explain particular

events or issues over time.

2. Use maps, charts, graphs, geographic data and available technology tools

(i.e. GPS and GIS software) to interpret and draw conclusions about

social, economic, and environmental issues in modern societies.

3. Explain how cultural expressions (e.g. art, literature, architecture and

music) influence modern society.

● Why Games?(Rational)

Unsurprisingly, 21st-century college students are somewhat different from those of

the preceding decades, even as those differed from earlier students. Games will help us

work with them. In particular, 21st-century students have grown up using different

technology from that which their professors grew up with. Using games, not necessarily

video games, for teaching is one way to shift to a more appropriate learning format for

the Digital Generation.

New technologies including things like text-messaging, blogging, social networking,

podcasting, and video making are being used in today’s classroom. These digital

technologies alter and extend our communication abilities, often blending text, sound,
and imagery. For educators, it’s about thinking about how students “move through”

materials as they read and research and how digital materials make that a fundamentally

different process. I can apply New Literacies to this project pedagogy, content and

classroom. James Paul Gee (2011), the Mary Lou Fulton Presidential Professor of

Literacy Studies at Arizona State University, mentioned in his book that good video

games are designed to enhance learning through effective learning principles supported

by research in the Learning Sciences. By using and introducing some good video

games, we can successfully attract our students’ attention to improve the engagement.

For example, Kahoot is a classroom response system which creates an engaging

learning space, through a game-based digital pedagogy to motivate our students.

Being an effective teacher means knowing how and when to use technology in the

classroom. We must come prepared with technological knowledge in order to guide our

students in their own discoveries. Koehler and Mishra (2009) write, “There is no ‘one

best way’ to integrate technology into curriculum. Rather, integration efforts should be

creatively designed or structured for particular subject matter ideas in specific classroom

contexts” (p.62). By using the TPACK model, I will be able to align our pedagogy,

content and technology. If I can implement games in classroom when I become a

teacher, I’ll choose the online platform Metaverse to help teach my students the

concepts of narrative writing. These sites may help motivate my students to understand

the content of narrative writing, and make my pedagogical decisions revolve around

motivating students through gaming.

Bloom’s Revised Taxonomy (2009) is a tool used to represent student progression in

learning. It targets the 21st century skills needed by our students. It pushes them to take

their concrete knowledge and use that knowledge innovatively. The implementation of

Bloom’s Revised Taxonomy was used to ensure that our students were reaching these

higher-level thinking skills. Skills that are needed in order to be successful in a global
society. We wanted students to move beyond remembering and understanding, so they

could move toward creating. By using Metaverse, students were motivated to begin

creating their own narratives by applying their knowledge of story elements.

Here, I’d like to apply Erikson’s developmental theory to my project. Erik Erikson

proposed a psychoanalytic theory of psychosocial development comprising eight stages

from infancy to adulthood. During each stage, the person experiences a psychosocial

crisis which could have a positive or negative outcome for personality development. I

would focus on the fourth stage which children will be learning to read and write.

Teachers begin to take an important role in the children’s life. If children are encouraged,

they begin to feel industrious and confident in their ability to achieve goals. Therefore, in

order to implement more game-based learning and help students reach their potential,

teachers should encourage and reinforce children’s initiative by applying more effective

games in class.

A New Tool & Student Learning

In the lesson, the objective will be for students to use gaming as a writing tool, and

students will engage in a cause-and-effect game to explore the concept of writing.

Students will be using the online platform Metaverse to create augmented reality

experiences inspired by their assigned readings. Metaverse has a wide variety of uses

with users being able to create everything from mobile games to interactive stories that

allow the players to choose their own adventures. Metaverse is geared toward the

everyday tech users since it requires no ability to code. Users simply arrange

components from a toolbar above their “working space” onto a storyboard and connect

them together with the click of their mouse. The users’ creations are shareable and can

even be used to interact with augmented reality experiences.

 ● Initial idea: Implementing gaming or animation in the classroom would connect our

visual, auditory and tactile learners to one another without sacrificing their individual

learning needs.

● Tests used:1. https://www.nippon.com/en/features/h00043/

2. https://www.widewalls.ch/japanese-manga-comics-history

● Lesson plan:

Day 1 (Two Units)

Activity Description Materials and time

arrangement

Warm-up Writing Activity Write what you already know Material:Paper

about Japanese Time: 5-10 minutes
Animation.(This will be an
individual activity geared at
getting students to the unit
topic. It also provides teacher
to assess what students
might already know.)

Teacher Led Brainstorm Show some Youtube Video Material: video

about Japanese Animation Time: about 5 minutes

Brief Lecture on The Expose students to the Material:PPT or Slide

evolvement of Japanese timeline of the topic; Time: about 20 minutes
Animation Introduce students to the
project-based inquiry project
and describe the elements of
the assignments.

Division of Groups Assign students to groups to Material: reading texts

do the collaboration work with Metaverse
Metaverse to write to reflect Time: about 20 minutes
their readings. Each group
should focus on a certain
period of Japanese
Animation.

Homework Ask students to work in Time: about 5 minutes

groups after class to prepare
for presenting their learning.
 Choice of final product
(research paper, website,
video, blog, prezi, etc.)

END

Day 2 (Two units)

Activity Description Materials and time

arrangement

Teacher refresher of findings A brief discussion recapping Time: 5 minutes

students’ findings of Day 1

Students’ presentation Ask students to present their Time: 40-45 minutes

group work

Peers feedback and group
reflection
Ask students to give Time: 10-15 minutes
feedbacks and comments to
their peers’ work;
Each group need to reflect
their presentation,
collaboration, what they’ve
learned, and any global views
they have.

END

● Assessment sheet of group work:

Beginning Developing Accomplished Exemplary

1 point 2 points 3 points 4 points

Contribution One or more All members All members All members

members do not contribute, but contribute contribute
contribute. some contribute equally. equally, and
more than some even
others. contribute more
 than was
required.

Cooperation Teacher Members work Members work All members

intervention well together well together work well
needed often to some of the most of the time. together all of
help group time. Some the time; assist
cooperate. teacher others when
intervention others needed.
needed.

On task Team needs Team is on task Team is on task Team is on task

frequent teacher some of the most of the time. all of the time.
reminders to get time. Needs Does not need Doesn’t need
on task. teacher any teacher any teacher
reminders. reminders. reminders.

Communication Members need Members need All members Each member

frequent teacher some teacher listen to each listens well to
intervention to intervention to other and speak other members.
listen to each be able to listen to each other in Each member
other and speak to each other equal amounts. speaks in
to each other and speak to friendly and
appropriately. each other encouraging
appropriately. tones.