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Gamestechnologiesforlearning

AllthelearnerswhocompletedtheonlinequestionnairefeltthattheNintendo DShadbeenausefuladditiontotheircollegeeducation,althoughabouthalf feltthattheystillneededfurtherhelpwithusingit. Thethreelecturersinvolvedfullyembracedtheconceptoftheprojectasthey sawtheopportunityfortheirlearnerstopractisetheirmultiplicationtables outsidetheirtimetabledmathslesson.Theywerehappytokeeparecordof theirlearners’progressandincorporatetheuseofthedeviceintotheirlesson plans.TherehasalsobeensharingofgoodpracticeasotherAoNlecturers havelookedatincorporatingtheuseofthedevicesintotheirlessons. Lessons learned �

Playingthesamegameoveranumberofweekscanbecomerepetitiveand learnersmayloseinterest.

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Givelearnerstheopportunitytorotelearntheirtimestablebeforegivingthem thegamesconsole.

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SuccincttestingbeforeandaftercanhelptodeterminetheimpactoftheDS gamesonthelearners’knowledge.

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Collectfeedbackfromthelearnerstocheckhowtheyareprogressingandto reinforcetheuseofthedevice.

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Beawareofanylimitationsthesoftwaremayhave.Forexample,‘Professor Kageyama’sMathsTraining–TheHundredCellCalculationMethod’,uses quick-firequestionsforassessmentpurposesbutdoesnotactuallyteachthe learnerhowtolearntheirmultiplicationtables. Links

Teacherfeedback:http://www.moletv.org.uk/watch.aspx?v=8OPWJ Learnerfeedback:http://www.moletv.org.uk/watch.aspx?v=PCV3Y

Supporting numeracy and literacy with the Nintendo DS Cornwall Consortium: Academic year 2007/08 Introduction and aims

‘DrKawashima’sBrainTraining’gamesontheNintendoDSwereusedwithclasses ofstudentswithmoderateorsignificantnumeracyandliteracydevelopmentneeds. Theaimwastosupportthemtodeveloptheirnumeracyandliteracyskillsinan engagingway. Addressing the challenge

TheNintendoDSdeviceswereusedasrewards,instudybreaksandalsoasan activityforalunchtimeclub. Outcomes and reactions

Benefitsfortheteachersandlearnersincludedthefollowing: â—?

Learnersfeltthatthehandhelddevicesmadelearningmorefun.

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Thehandhelddevicesallowedlearnerstoworkinprivacy.


MoLeNETcasestudiesandteachingandlearningsnapshots

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â—?

Teachersbelievedthat,whendoingwell,learnersweremoreengaged,and low-levellearnersinparticularexperiencedaboostinconfidencewhen completing‘DrKawashima’sBrainTraining’tasks.

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TheuseoftheNintendoDS,includingasareward,improvedlearnermotivation tocompletesettasks.

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Learnerperformanceinliteracyandnumeracyimproved.

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Thedevicesupportedassessment.

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ANintendoDSclubsetupatlunchtimeprovidedextralearningopportunitiesfor studentsandwassopopularthatthestudentswerequeuingtogetin.

Teachers’reactions The use of the Nintendo DS with ‘Dr Kawashima’s Brain Training’ removed the stigma of a maths lesson with generally disengaged learners. It improved the learners’ performance and memory of basic mental arithmetic. It also allowed basic arithmetic to (be) practised and improved without them becoming disengaged after a short period of time due to boredom... SamRookes,CornwallCollege

Learners did not realise they were being assessed and so felt no pressure‌ VickyCox,CornwallCollege

Students have given feedback to the teacher that they feel it has helped with their maths and motivation. They recognised that their maths was improving and they were focusing more easily. Some pupils recognised that their handwriting was improving. FoweyCommunityCollege

The students are very enthusiastic to use the devices. Motivation and engagement was evidently improved – one particular student that was notoriously difficult to get homework out of improved considerably with the introduction of the devices. FoweyCommunityCollege


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Gamestechnologiesforlearning

Lessons learned

Althoughlearnerswithsignificantdevelopmentneedsexperiencedboostsin confidencewhentheywereprogressingwellwiththe‘BrainTraining’games,they quicklylostthatnew-foundconfidencewhentheydidnotprogressaswellasthey hadhoped.Accordingtotutors,problemsfortheselearnersincludedthefact thatthedevicedidnotalwaysrecognisetheirspokenorwrittenanswer,even whencorrect,becauseoftheirspeechimpedimentorpoorhandwriting.Thisoften ledtofrustrationanddisengagement,andfeedbackindicatedthattheydidnot enjoytheexperienceasaresult.

The impact of the Nintendo DS on students studying functional and GCSE maths The Sheffield College: Academic year 2008/09 Introduction and aims

Followinganemailfromacolleague,EstelleEdwardson,teacherofmathematics andfunctionalskills,readaveryencouragingarticleabouttheuseoftheNintendo DSwithlearnersinScotland.ThisarticleconvincedherthattheNintendoDScould helpherlearnersimprovetheirmentalmathsskillsandboosttheirconfidence, whichinturnmaymakearealdifferenceintermsofachievement. I really wanted this group to achieve level 2 functional skills and they’re an IT group so they like technology and I thought they were an ideal group to use it with.

Addressing the challenge

TheNintendoDSswith‘ProfessorKageyama’sMathsTraining’wereusedasafun activitytoimprovelearners’mentalrecallandbasicmathsskills.Theywerelent tostudentsonalong-termloansothatthestudentswereabletousethemwhile theywereonthemoveandalsoathomeasakindofextendedformofhomework. They didn’t really feel it was homework because it was a game.

/Supporting_numeracy_and_literacy_with_the_DS_-_Cornw  

http://www.moleshare.org.uk/molehole/A3F6825C05/Supporting_numeracy_and_literacy_with_the_DS_-_Cornwall_Consortium.pdf

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