Game On: Digital Games and Game Based Learning

Project Director: Jason M. Garofalo

720-884-6490

Department of Education: Media and Instructional Technology

University of West Georgia

ABSTRACT

The student population is transitioning ever more towards digital innovations, which require
creative instructional design and content presentation, especially in the traditional lecture
common to university courses. The proposed grant seeks to lead an innovative approach to
instruction, more closely aligned to current technology trends and student interest by
implementing a professional development series on digital games and game-based learning.
The proposal outlines key benefits and relevant examples of digital games in use for higher
education and seeks to develop faculty skills sets within instructional technology,
pedagogical approaches, and design activities that promote engagement. Through a
summer intensive series and follow-up meetings throughout the year, faculty will be
prepared to utilize the benefits of digital games in their respective course content or subject
areas, while simultaneously promoting the development of 21 st century skills in their
students. Faculty will engage the training to better understand the role of game-based
learning and create a foundation to integrate digital games in their courses. The series will
address constructivist and problem-based learning approaches, as well as provide direct
experience with several educational games. Outcomes of the series include an increased
interest in integrating digital games to improve student motivation and engagement, as well
as the ability to create and design effective lesson plans that are aligned to their course
content objectives.

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INTRODUCTION

University faculty, regardless of content or subject area, are increasingly

encountering the need to incorporate 21st century skills, which demand effective technology

for content instruction. These changes are ever more present with the upcoming

generations of digital natives soon to be entering college, whose daily activity with digital

content is directly tied to their learning. The student population is changing and demand

more instant gratification in their learning to remain engaged. Through the utilization of

digital games and game-based learning, faculty can increase the relationship of instructional

content to be more active, engaging, and enjoyable; more akin to the digital experiences of

the current generation. By training faculty at the undergraduate and graduate level to

develop skills with digital games, design games, and apply game-based learning in their

instructional efforts, there is the opportunity for increased alignment between

understanding content and the needed growth of 21st century skills (Sardone & Devlin-

Scherer, 2010). It is the purpose of this grant proposal to provide quality training for

faculty at the University of West Georgia, which will increase knowledge and development of

digital games and game-based learning into their classroom instruction.

The University of West Georgia faculty already offer quality instruction and most

utilize the resources of the Desire2Lerarn Learning Management System (LMS), as well as

other digital technologies available to enhance instruction (i.e. online research, discussions,

& collaborative video conferencing). While these enhance learning, the applications are

certainly not perceived as fun ways to engage subject, nor are they intrinsically motivating.

Training is offered for these technologies and encouraged for use in the classroom, yet there

is no current focus on the potential of digital games for instruction. It is estimated that the

student body of tomorrow (i.e. teenagers & young adults), spend upwards of 10,000 hours

playing digital games as they approach adulthood (Melissourgos et al., 2016; McCreery et

al., 2011; Paraskeva et al., 2010). With these observations in mind, there is a unique

opportunity to take advantage of the familiarity with digital gaming and utilize it for

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instructional goals, not simply entertainment. As games offer the learner immediate

feedback, they can facilitate more active learning and problem-solving skill development;

students practice the content adventures virtually, interacting directly with the content to

enhance their capacity for understanding (Shih & Hsu, 2016). The Game On training

proposal enables faculty to embrace student creativity, designing a more interesting and

effective learning through direct experiences in gameplay.

DEMONSTRATED NEED

It is critical to recognize how 21st century skill development is linked the performance

of the current student population as they enter the workforce. Digital technologies are at

the heart of every business and professional path which students are seeking to develop

their careers. The Hart Research Association (2015), conducted a national survey consisting

of 400 employers, rating proficiency with problem-solving as high on their list of preferred

skills required of new hires. The use of game-based learning and digital games promotes

these and other 21st century skills desired by employers in job-seeking candidates for

graduation.

LITERATURE REVIEW

Research concerning digital games and game-based learning utilized for instruction,

highlights a general agreement in the areas of improved motivation and engagement,

content proficiency tied to immediate feedback, improved memory and for achieving goals

within immersive environments and simulations (Chaudary, 2008; Cicchino, 2015; &

Eseryel, 2014). The American Journal of Speech-Language Pathology published an article

by Lisa Vinney, Les Howles, Glen Leverson, and Nadine Connorb titled, Augmenting College

Students' Study of Speech-Language Pathology Using Computer-Based Mini Quiz Games,

that showcases some of the benefits of including digital games and learning in a higher

education context. Specifically, the article identifies learning improvements due to game

based immediate feedback in memory and later recall within speech related impediments

(Vinney et al., 2016). Digital games are observed to be a practical means of developing

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technical competency and potential learning; essential 21st century skill alignment. The

content for study within Speech-language Pathology, a subject specific example, is delivered

through games that contribute to learning the details in practice. When addressing teachers

and students with learning to utilize digital games, it is logical to begin with a small change

that can be implemented with less course augmentation, such as the authors include here

as Mini Quiz Games (Vinney et al., 2016). The ultimate goal is to highlight how student

success and teacher competency with new technologies can be achieved simultaneously.

Game-based learning has been observed in in some university contexts for

combatting misunderstandings relevant to all faculty, regardless of subject area. The

Journal of Educational Technology Systems published an article by Elizabeth Bradley

titled, Using Computer Simulations and Games to Prevent Student Plagiarism, which

explores the use of digital games for teaching and deterring academic dishonesty at the

college level (Bradley, 2015). In this example, a digital game is part of the required for all

students though library instruction and certification course completion. In this way, learning

connects problem-solving and immediate feedback to one of most foundational issues

common to all college coursework, plagiarism. In particular, the relevancy of demonstrated

need is easily highlighted through avoiding plagiarism, as it is an essential piece common to

all course syllabi and academic expectations regardless of subject area. The article

highlights how several different types of open source digital games have been offered by

various colleges and universities, to actively engage students in misconceptions and review

specific instances that require proper citation (Bradley, 2015, p. 242-245). Additionally,

Bradley (2015), addresses the learning benefits of digital games, such as active learning

and problem-solving skill development, as being easily integrated into the use of plagiarism

detection tools to increase deep learning (p. 241-242).

The theme of collaborative learning using digital games is observed frequently in

research. The article titled, Complexity-based Learning and Teaching, by authors Carlo

Fabricatore and Maria Ximena, the authors investigated how digital learning games impact

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individual students and collaborative group performance (Fabricatore & Ximena,

2014). While the article is limited to this particular case study, the connections to

enhancing collaborative learning and complex problem-solving through digital game creation

are clearly outlined. Some of the significant points relate to student experiences in ill-

formed problem-solving, adaptation to change, and working on context-specific applications

relevant to higher education project-based learning efforts (Fabricatore & Ximena, 2014, p.

621-623). The opportunity to expand multidisciplinary skills and utilize various styles of

learning, improving motivation and collaboration, were specifically woven into the

construction of the course (Fabricatore & Ximena, 2014, p. 622-625). When attempting to

highlight demonstrated needs, evidence from this article can be used as a potential example

to support complex learning akin to digital game creation being utilized in higher education

courses.

Further evidence of collaborative gains achievable through game-based learning are

evident in the article titled, Game-based Learning and Gamification in Initial Training in the

Social Sciences, by Ramon Cozar-Gutierrez and Jose Manuel Saez-Lopez. The article

discusses the use of game-based learning with a masters level program and addresses the

use of game-based learning within teacher training (Cozar-Gutierrez & Saez-Lopez,

2015). The article confirms improvements to graduate student motivation and interest as

result of using MinecraftEdu for collaborative training exercises (Cozar-Gutierrez & Saez-

Lopez, 2015, p. 4-5). With direct use in higher education, such as the masters level

teacher training within social science; an example in support of direct experiences with

innovations, such as digital gaming platforms. The authors also draw attention to the

growth of the trend in using game-based learning for training in teaching, such as course

content activities using MinecraftEdu and similar platforms for enhancing student

participation. The development of practical 21st century skills is clearly enhanced through

various strategies and utilization of game-based learning.

DATA REVIEW

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 As with most universities, the University of West Georgia (UWG) details institutional

objectives that seek to improve the quality of education within the institution. Information

detailed in the UWG Strategic Plan 2014-2020, addresses key goals to meet in the following

years. One of the essential themes included in the plan is to showcase new and relevant

technology for the future (i.e 21st century skills). In the opening statements, president

claims the future goals of the institution, to be relevant, we must continue to

communicate our distinctiveness, and innovate and align our programs with the ever

changing needs of a complex, technologically driven future (University of West Georgia,

2014, p.3). The integration of game-based learning and digital games would support this

need for innovation and technology that can be aligned to content specific goals.

As one continues to examine the strategic imperatives that will support this

innovative future, the alignment between game-based learning integration and university

improvement becomes clear. For example, Strategic Imperative #1 states that student

success is tied to enhancing learning opportunities and access (University of West Georgia,

2014, p.8). In particular, the decisive actions that the plan describes to direct this

imperative are tied to consistently seeking opportunities to access academic interactions

outside the classroom and through experiential learning (University of West Georgia, 2014,

p. 9). Further, Strategic Imperative #2 details the required goal of innovative pedagogic

will engage every student (University of West Georgia, 2014, p.10). Game based learning is

in itself an innovative means of addressing these key goals in support a successful future.

When considering the addition of constructivist and problem-based learning approaches to

instruction, which create a foundation for digital games, the orientation towards creative

and relevant means of improving student contact with the content of course material.

According to data reported in 2015 on the Faculty Survey of Student Engagement

(FSSE), the University of West Georgia has specific areas that could be improved. Faculty

are consistently seeking ways to improve student engagement. Observing the data

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presented in table 1, there are indications that engagement and feedback are less than

desired.

Table 1. Senior responses to FSSE survey question 5:

During the current school year, to what extent have your instructors done the following?

Statement Description Response Percentage

Choices %

Used examples or illustrations to explain difficult points -Very little 4

-Some 19
-Quite a bit 33
-Very much 45
Provided feedback on draft or work in progress -Very little 12
-Some 19
-Quite a bit 34
-Very much 33
Provided prompt and detailed feedback on test or Very little 9
completed assignments -Some 20
-Quite a bit 37
-Very much 34

Table 1 illustrates the need to address difficult examples is clearly important to

assess in student learning. However, what is also apparent are the percentage scores for

feedback quality and promptness; only thirty-three percent of surveyed students rated very

much (i.e. the highest rating) as consistently occurring throughout the year. In addition, a

similar low percentage of thirty-four was indicated for the promptness of feedback on

assignments and assessments. Clearly there is room for improvement when scores for the

most consistent feedback expectations are well below fifty percent. The utilization of game-

based learning and digital games offers the capacity to address each of these needs and

improve the student responses. Conceptual difficulties can integrated into game based

designs, which incorporates both digital illustration, as well as a direct example as a

foundation for learning. Game-based learning is ideal for improving feedback, as games

provide immediate feedback, faculty would have additional time to address individual

student needs.

GOALS AND OBJECTIVES

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 The project goals for Game On training will include developing an increased

understanding of digital games and game-based learning, instruction in pedagogical

strategies for successful integration of the technology into the classroom, and direct

experience through gameplay and game design activities. The professional series will be

presented to assist participants in selecting the most appropriate path to implementation,

given their individual subject matter. Observations from research clearly indicate that skills

must be developed in faculty, as they cannot apply successful innovations in their own

classrooms without having their own experiences in game-based learning (Li et al., 2013;

Sardone et al., 2010; Tsekleves et al., 2016). Certainly, not all faculty are familiar with

game-based learning and how it can be aligned to the goals intended for their own courses.

Some may need to attain more confidence within the technology options for their existing

courses to be successful. The meaningful exploration of authentic learning experiences that

games can provide, may require reflection and practice to truly be implemented in faculty

courses (Cicchino, 2015). Therefore the goals of the program must balance learning

content with real application and experimental activities.

In alignment with the first goal of increasing understanding of digital games and

game based learning, participating faculty will be able to define game-based learning and

list 4 or more benefits associated with its use in the classroom, explain the main differences

between educational and non-educational games, and identify 3 or more game genres for

application in connected to instruction. For the second goal of developing strategies for

instruction with technology, participants will explore Problem-based leaning and

Constructivist learning strategies that can be utilized for classroom applications. In

addition, participants will identify the major benefits each of these strategies, as well as

create a lesson plan that effectively integrates their choice approach within their current

teaching.

Aligning to the third goal, participants will experience the dynamics of gameplay,

including account creation, log-in, character creation, and navigational elements (as

9
appropriate). Participants will outline 3-5 specific examples of games that are best aligned

to their subject area and design a game for potential use in their perspective content area.

PLAN OF OPERATIONS

The overall plan sessions scheduled for participants includes content, technology

integration, and experiential activities. Ahead of the sessions, our team will have 30

minutes to prepare needed content, ensure technology is up and running, and coordinate

the goals for the day ahead. The schedule of events is presented in Table 2.

Day #1:

Participating faculty will be welcomed and introduced to the team; briefly they will

introduce themselves. Next, the team will then welcome cover the expectations in an

overview, thanking them for their commitment, and describing the series in general terms.

The selected topical texts will be distributed and briefly described. Participants will then be

given the pre-test to assess current understanding levels. Topics for this day are

introductory in nature, including an overview of Game-based learning and digital game

benefits, research observations, educational versus non-educational games, and features of

games (such as genre, structures, and scaffolding aspects). Participants will then explore 3

pre-selected games that showcase major styles/genres (i.e. role-playing, simulation).

Participants will be required to set-up an account, log-in, create a character (as

appropriate), and explore the basic navigation required to play. In this way, faculty will

engage the technology features directly and increase their experience with digital

technologies that may be implemented for their courses. Participants will spend

approximately 15-20 minutes per game to explore the basic features and layouts. After the

gameplay segment, participants will have 15 minutes ascribed to journaling. During the

journaling periods faculty can take notes on the game interactions, technology, and content

ideas. Journaling is individual, but an important reflecting activity for solidifying ideas, and

outlining focus points for discussions. At the end of the sessions, participants will be

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directed complete the daily survey questions, which will be set-up on computer terminals in

the session classroom.

Day #2:

After team preparations, an exploration of pedagogical strategies will be presented.

Specifically, constructivist and problem-based learning approaches will be explored.

Participants will utilize small groups and journals to create/draft a lesson plan using each of

the approaches covered. After lunch, small groups will then share their lesson plans and

discuss potential applications for their subject area. Next, participants will again invest time

playing one of the 3 selected games from the previous day; selecting whichever most

appealed to their interest or practical value for instruction. Journaling time is allotted for

reflection and preparation for discussion of their ideas for integrating a pedagogical

approach using a game of their choice. Afterwards, participants will share with the entire

class their application ideas for the games within their own content or course work, sharing

the particular approach and general goals for a potential lesson. Participants will be

encouraged to be creative with their applications.

Day #3:

Participants will be grouped according to the game they chose for the previous days

activities. These small groups will construct an online lesson plan individually using the

game references and specific game instructions. After this process is complete, participants

will share their plans with the group and selected plans from each group will be shared with

the entire class. After lunch, participants will connect their plans to an existing course

goal/lesson in their classes, utilizing the technology to introduce the potential student to the

game and how they will meet course goals through the game interaction. Small groups will

share their plans for use in the same game, regardless of subject matter application. After

a journaling session to connect ideas from their peers, the entire class will share their

experiences in the particular game genres chosen, exploring their plans, challenges for

integration, and creative ideas for implementation.

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Day #4

Participants will be introduced to design concepts of games and directed create

written explanation of a game design for use in their particular subject matter area. A large

portion of the morning will be devoted to exploring the possible design applications that are

subject specific in their content area. Facilitators will engage participants with questions and

guide the design ideas into a structure that could be integrated in their classrooms. After

lunch, game design ideas will be shared with the class. Next, participating faculty will

examine game design websites and examine and have an hour to explore the potential of

creating a simple, educational game that they personally design through the use of the

program. After journaling sessions to condense designing ideas, the participants will share

game design experiences, challenges, and possible value for integration of a personalized

course game. At the end of the day, participating faculty will complete the daily survey.

Day #5

The final day of the summer intensive session will be directed at creating a game

design activity for students. The prior days lessons and game design criteria will be

reviewed and briefly connected to potential learnings of students, especially concerning

technology integration, problem-solving skill development, and collaborative versus

individual lesson/activities. Then, faculty will be directed to compose an activity where

students in their courses design a game. Using their prior knowledge, faculty will draft a

lesson that connects game design as an activity to apply subject specific content through

technology. After lunch, activities for game design will be shared, with special attention to

the class ideas for using individual versus collaborative activities (challenges and benefits).

A final journaling session will allow faculty to process the ideas that best fit their style and

interest for their own classrooms. Lastly, facilitator will summarize the accomplishments of

the week and discuss the overall experiences of the participants. After questions and

reminders of the follow-up sessions in the fall and spring, participants will complete the final

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daily survey. Also, Participants will be directed to share their e-mail and contact

information.

Follow up sessions (tentative):

Fall Session (1) Saturday, October 7th 2017

Summary results of Daily Survey (discussion)

-Topics include review of game integration successes and challenges

-Gamification & Serious games exploration

Spring Session (2) Follow-up: Saturday, February 2nd 2018

-Topic include current trends in game integration; faculty/student examples

Spring Session (3) Follow-up: Saturday, April 2nd 2018

-Major accomplishments and student/faculty feedback on game integrations

Table 2

GAME ON: Summer session schedule

TIME Day 1 DAY 2 DAY 3 DAY 4 DAY 5

8:30 Team Preparation Team Preparation Team Preparation Team Preparation Team Preparation
9:00
9:00 - Introductions / Strategies for Strategies for GBL Designing Games Student activities
9:15 Expectations GBL- approaches -designing games using game design

*Pretest
9:15 GBL: Benefits Constructivist Activity: Activity: Skill development
10:15 Overview approaches to GBL Lesson plan using Create/Design an utilizing game
games individual game design for
students
10:15 Educational vs. Constructivist Guided application Activity:
10:30 Non-educational Lesson plan & exploration of Draft a student
games activity game creation lesson using game
websites design
10:30 Games genres Problem-based Sharing lesson Activity: Lesson plan
12:00 exploration learning plans (small Create a simple integration
approaches; groups & entire game using online
class) technology
(11:30)
PBL lesson plan
activity
12:00- Lunch Lunch Lunch Lunch Lunch
1:00

1:00 Discussion: Gameplay Activity Goal selection: Sharing of games Sharing of lesson
2:00 content goals for connection of plans for students
GBL game to content

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2:00 Activity: Gameplay Applications for Application to Sharing of game Individual vs.
3:30 subject matter individual course design lesson Collaborative
using technology content(grouped plans game design
by game selection)

3:30 - Journaling Journaling Journaling Journaling Journaling

3:45
4:00 - Discussion Discussion Discussion Discussion Discussion
5:00 (small groups) (entire class) (entire class) (entire class) (entire class)
GBL Benefits/first Plan goals and Sharing of game Challenges of Accomplishments,
impressions applications designs integration into challenges and
Wrap-up course content future goals

Daily Survey Daily Survey Daily Survey Daily Survey Daily Survey

EVALUATION PLAN

In order to observe the extent to which the professional development sessions are

successfully meeting the intended objectives, an external evaluator will be selected to

perform a formative and summative evaluation. The components of the program to be

evaluated include the following: faculty at the University of West Georgia, professional

development training on Game-Based-Learning and digital games, and a series of lecture-

based presentations and experiential activities. For the initial five day intensive training, a

pretest will be administered to all participants. In addition, surveys will be administered to

all participants at the end of daily activity/sessions to acquire feedback and

suggestions. This data, along with examination of the program goals, materials, resources,

and implementation procedures, will constitute the formative evaluation plan. The

summative evaluation will include the entire program, which also includes three follow-up

sessions occurring after the five day intensive training in October 2017(fall) and April

2018(spring).

The external evaluator with an appropriate professional background and higher

education experience in Game-Based Learning will be utilized. Dr. Jan Plass, Paulette

Goddard Chair of the Digital Media and Learning Sciences in the Steinhardt School of

Culture, Education, and Human Development at New York University will serve as the

potential external evaluator. He currently serves as the Co-Director of the Games For

Learning Institute, which is aligned with the content and implementation goals of the

14
professional development training. Additionally, he has evaluation experience which he

utilizes as the founding director of the Center for Research of Advanced Technologies in

Education (New York University Steinhardt, 2017).

The following goals will be addressed through the 5 day intensive professional

development seminar entitled GAME ON: Digital Games & Game-Based Learning

Professional Development Series offered from Monday, June 5th 2017 Friday June 9th 2017

Goal 1:

Increase understanding and provide a dynamic foundation for digital games and Game-

Based Learning (GBL) benefits

Quantitative: Faculty participants will complete a Pre-test (Day 1) and Post-Test (Day 5) of

the intensive summer session.

In addition, surveys will be administered at the end of PM Sessions (daily) to secure

feedback and suggestions. This survey is intended to determine feedback on their

perceptions of digital game/GBL topics and benefits.

Qualitative: Daily surveys will include open-ended responses and comments, to establish

themes in their understanding of GBL (i.e. interests, value, and challenges).

Goal 2:

Develop a series of learning strategies for classroom applications

Quantitative: Faculty participants will complete a Pre-test (Day 1) and Post-Test (Day 5) of

the intensive summer session.

Daily surveys will be administered at the end of PM Sessions (daily) to secure feedback and

suggestions. This survey is intended to determine feedback on their perceptions of the

strategies for integrating GBL (e.g. Constructivist or Problem-Based Learning).

Qualitative: Daily surveys will include open-ended responses and comments, to establish

themes in their understanding strategies and what is required to implement them

successfully.

Goal 3:

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Increase participants direct experience with digital games, through log-in, character

creation, game-play, and game design/creation

Quantitative: Faculty participants will complete a Pre-test (Day 1) and Post-Test (Day 5) of

the intensive summer session.

Daily surveys will be administered at the end of PM Sessions (daily) to secure feedback and

suggestions. This survey is intended to determine feedback on their direct experiences with

digital gaming activities (e.g. Character creation, navigation, and design elements).

Three follow-up sessions will include Qualitative data collection in the format of focus

groups.

Fall Session (1) Follow-up: Saturday, October 7th 2017

Spring Session (2) Follow-up: Saturday, February 2nd 2018

Spring Session (3) Follow-up: Saturday, April 2nd 2018

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 GAME ON: Digital Games & Game-Based Learning
Professional Development Series

GOAL #1 GOAL #2 GOAL #3

Increase understanding and provide a
dynamic foundation for digital games and
Game-Based Learning benefits
OBJ: 1
Participants will be able to define GBL,
listing 4 or more benefits associated
with GBL applications in the classroom
OBJ: 2
Participants will be able to explain the
main differences between non-
educational and serious games for
education
OBJ: 3
Participants will identify 3 or more
game genres and analyze applications
connected to each for instruction
Develop a series of learning strategies for
classroom applications
OBJ: 1
Participants will identify and define the
major benefits of learning strategies
utilizing games for instruction
OBJ 2
Participants will create a plan for
effective game integration using
Problem-based Learning or
Constructivist approaches
Increase participants direct experience with
digital games, through log-in, character
creation, game-play, and game
design/creation.
OBJ: 1
Participants will understand the process
of log-in, character creation, and in-
game navigation for 3 or more selected
games
OBJ:2
Participants will outline 3-5 applications
for games in their subject areas
Objective #3
Participants will develop and design a
game for use within their subject area

h
h
QUANTITATIVE: QUALITATIVE:

-Pre & Post Test -Daily Survey

(Day 1 & 5) (Open-Ended QUANTITATIVE: QUALITATIVE: QUALITATATIVE:
QUANTITATIVE:
-Daily Survey Responses and
(Multiple Choice) Comments) -Pre & Post Test -Daily Survey -Daily Survey
-Pre & Post Test
(Day 1 & 5) (Open-Ended (Open-ended
(Day 1 & 5)
-Daily Survey Responses and responses and
-Daily Survey
(Multiple Comments) comments).
(Multiple Choice)
Choice)

PARTNERSHIPS

The University of West Georgia staff and faculty will be the major partners to support

training sessions for the Game On professional development series. Technology resources

within the Information Technology Services (ITS), have multiple individuals experienced

with faculty facilitation and technical issues that may arise. They have pledged their

support of the series and will have staff assigned to ensure the technology aspects needed

for the participants interactions and facilitators are at peak capacity. The Information

Technology Services department staff selected will also secure the facilities needs through

the office of Campus Planning and Facilities, as the professional development series requires

17
a hosting facility in the Technology Learning Center (TLC) (i.e. large technology integrated

presentation/classroom). The TLC support staff have also pledged their support by offering

the use of the facilities at no cost. Staff will be on hand for support issues and they will

ensure access during the operating hours of the series.

PARTNERSHIP RECRUITMENT

Participant recruitment will be conducted through announcements in both university

email and social media postings. Networks of the Educational and Technology staff (for

known faculty with interest), as well similar contact networks will issues to all department

chairs.

Appendix C

Capacity, Project Team and facilities

The summary below details the individuals that will be the team responsible for the

professional development sessions and project completion. The individuals selected offer a

variety of experience and support to the successful completion of the series. Their expertise

and contributing experience will be essential to meeting the goals of the program.

Program Director/Facilitator: Jason Garofalo

Mr. Garofalo has over 15 years of instructional experience in higher education

institutions and is currently completing his Education Specialist degree in Instructional

media and design. He holds a masters degree in psychology and counseling from the

University of West Georgia (UWG), and has served in full-time and part-time roles for

several years in the psychology department and eCore. Mr. Garofalo brings unique insights

into experiences as both student and faculty at UWG, as well as a passion for learning with

digital games. He is committed to improving instruction and engaging students through

interactive technologies and online learning.

Facilitator: Yun-Jo An

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 Dr. An is a professor in the Educational Technology department at the University of

West Georgia. She is an expert on digital games, game-based learning, and gamification

integration in all levels of education. She has recently developed a course in digital games

and learning topics that is well aligned to our professional development series. She also has

professional business experiences to draw from for addressing 21st century skills

development and career applications.

Lead Technology Advisor: Jason Huett

Dr. Huett holds a faculty position in the Educational Technology department and is

currently the Dean of Online development at eCore. In addition to his familiarity with the

Instructional Technology department utilized on campus, he leader within the Association

for Educational Communications and Technology (AECT). His experience with faculty

technology integration will be a major support to our team success.

Evaluation: Jan Plass

Dr. Plass is an expert in Game-based learning and a professor at New York University

Steinhardt. He is the founder of the Games based Learning Institute and Center for

Research in Advanced Technologies on Education (New York University Steinhardt, 2017).

He also has several years of professional evaluation experience which will be utilized to

improve the existing professional development series. His professional experience in

content area is clearly relevant for understanding the needs and goals intended from the

series.

Facilities: Learning Technology Center (TLC), University of West Georgia Campus

The large presentation facility within the Learning Technology Center (TLC) is

equipped with several technology ready classrooms and lecture rooms, which can be

utilized for presentations, gameplay, and facilitation of technology interactions. The facility

will host the program at no cost for rental.

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Table 4. GAME ON: Professional Development Series

Professional Development Series: GAME ON: Organizational Chart

Location:
Technology Learning Center (TLC)

Program Director
Jason Garofalo
Conduct PD: Lead Facilitator/Manager Co-facilitate PD sessions, Schedule of activities & Daily Survey production

Lead Technology Advisor Facilitation

Evaluation
Dr. Jan Plass Dr. Yun-Jo An
Dr. Jason Huett
Facilitator/Content Organization
Instructional Technology Advisor
External Evaluation Technical Assistance/Survey Jason Garofalo
collection Co-facilitator

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 Appendix D

Data Collection Instrument: Pre-test/Post-test

GAME ON: Pre/Post Test

Instructions:
Please indicate your views by responding to the following statements:
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

1. Digital games are only a distraction from learning

Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

2. Game-based learning (GBL) or the use of digital games is not appropriate for my
subject/content
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

3. I am able to observe how the use of GBL can increase the engagement of content lessons in
my course
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

4. I am confident in my ability to design a game activity to support student learning of content

Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

5. Creating a digital game lesson or activity for my course would be difficult

Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

6. A student activity designing games can increase problem-solving skills necessary for the
successful understanding of my subject?
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

7. I am familiar with strategies and approaches for implementing GBL into my coursework
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

8. Teaching with digital games helps develop student skills with technology
Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD)

Please answer the following questions to the best of your understanding:

1. What is Game-based Learning (GBL)?

2. What are the major benefits of GBL?

3. What are the major learning strategies associated with digital games for instruction?

4. How can technology skills be developed using digital games and GBL?

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 Appendix 2

Data Collection Instrument: Daily Survey

GAME ON: Daily Survey

This survey will address the professional training, content, presentation, and facilitation offered today.
Briefly respond to the following questions, you opinions are highly valued.
Multiple Choice:
1. The facilitator(s) was highly knowledgeable and understandable
a. Always b. Sometimes c. rarely d. never

2. The content presented today was of practical value for my subject area courses
a. Always b. Sometimes c. rarely d. never

3. The potential of GBL and digital games is an effective means of meeting goals for my courses
a. Always b. Sometimes c. rarely d. never

4. Adequate time was allotted for presentation and questions concerning the topics
a. Always b. Sometimes c. rarely d. never

5. The goals of the sessions were clearly tied to valuable learning opportunities
a. Always b. Sometimes c. rarely d. never

Short Answer:

What material or idea presented today could be used in your own courses?

Are there technology related concerns that might inhibit your use of GBL in your courses?

What materials presented today seems unrealistic for my courses? Why or Why not?

Did the technology support offered improve your ability to utilize GBL on your own?

How effective was your facilitator in presenting the material in applicable way?

Were any of the presentation materials likely to be useful to you in your classes?
Why or why not?

Did you find the facilitator knowledgeable and well-organized? Why or why not?

How likely are you to apply the presented ideas in your own classrooms/courses?

Feel free to add suggestions or additional comments below:

22
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