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Classroom Metrics - Real World Case Study for Games in Schools - Extra Credits

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• published: 13 Jul 2016
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Reach out to your school district with Filament Games's Implementation Guide: http://bit.ly/29EKVQB We believe games can be a great teaching tool, but we need data to study that assumption in an actual classroom setting. The team at Filament Games partnered with a Sun Prairie School District teacher named Mary Headington to analyze exactly that. (---More below) _________ Subscribe for new episodes every Wednesday! http://bit.ly/SubToEC Get your Extra Credits gear at the store! http://bit.ly/ExtraStore Play games with us on Extra Play! http://bit.ly/WatchEXP Watch more episodes from this season of Extra Credits! http://bit.ly/1GwiJWQ Talk to us on Twitter (@ExtraCreditz): http://bit.ly/ECTweet Follow us on Facebook: http://bit.ly/ECFBPage Get our list of recommended games on Steam: http://bit.ly/ECCurator ___________ We teamed up with Filament Games, a company that creates educational games for the classroom, to share the results of a study they did about using games in the classroom. The current educational environment begs for tools like games, which help students develop the 21st Century skills and can be easily integrated in 1-on-1 programs, the Maker movement, project-based learning, and personalized learning environments. Games prepare students for a working world that needs teamwork, understanding of technology and self-motivation. But when we think about games in class, we have to think about teachers first, because they're the ones who develop the curriculum and interact with students. Filament Games implemented metrics programs that allowed teachers to see what parts of the lesson plan students left which students struggling. That set the stage perfectly for them to conduct a study on the impact of games in the classroom. They partnered with the Sun Praisie School District in Wisconsin and worked directly with a teacher named Mary Headington who used their game Planet Mechanic, a sandbox system that allows students to play with planets and solar systems, in her classroom. Mary had all her students take a pre-assessment test on the subject, then split them into three sections: 1) only play the game, 2) only receive traditional teaching from Mary, and 3) play the game and receive teaching from Mary. When they took their post-assessment test, students in the third group showed by far the greatest improvement, with a 10% grade increase on average. Meanwhile, students in the first group barely showed any improvement at all. Guidance from a skilled teacher makes all the difference, for while a learning game can amplify engagement, investment, and retention, it's the teacher who guides the learning process and acts as a force multiplier to increase the effectiveness of the lesson. ___________ Would you like James to speak at your school or organization? For info, contact us at: soraya[at]extra-credits[dot]net ___________ ♪ Get the intro music here! http://bit.ly/1eIHTDS ♪ Get the outro music here! http://bit.ly/29xaCR4