Erin Shaw & Jihie Kim Rajeev Talwani, Mitsuyo Clark Mihir Sheth, Zach Boehm, Hao Xu Rejah Anoobacker, Isai Murugeson,Chao Wang, Rohit, a nd Jeannie Novak University of Southern California, Information Sciences Institute LEMA High School, LAUSD. PEDAGOGICAL GAMES.
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Rajeev Talwani, Mitsuyo Clark
Mihir Sheth, Zach Boehm, Hao Xu Rejah Anoobacker, Isai Murugeson,Chao Wang, Rohit,
and Jeannie Novak
University of Southern California, Information Sciences Institute
LEMA High School, LAUSDPEDAGOGICALGAMES
Teaching Secondary Mathematics Through Collaborative Computer-Game Making
Pedagogical Technologies Project
Instruction grounded in a culturally- and career-relevant context can improve retention and STEM achievement.
Develop and evaluate a computer game-making curriculum to address retention, career education and secondary mathematics learning.
2008-2009: USC Seed funding for feasibility and pilot 2010-2013: NSF Creative IT ($650K, 9/2010-8/2013)
LEMA High (Pilot*) School,
Los Angeles Unified SD
Math teacher (math tutorial)
Film teacher (video games)
Teach classes, Review materials, Create new materials, Planning by email (before almost every class), and after classes.
*Pilot schools are in‐district LAUSD schools that have autonomy over their budget, curriculum and assessment, governance, schedule and staffing in exchange for increased accountability. (LAUSD)
Pilot I (February-March, 2011)
Five weeks, focus on game creation & mathematics integration
Evaluate context-based pre-algebra learning
Pilot II (March-April 2011)
Five-weeks, focus on team projects & online collaboration
Evaluate online activities by modeling task and topics that students write about on Moodle
Full implementation (Fall 2011, 2012)
Fall semester (four months), Implementation at second site
USC students Isai and Rejah
Students and investigators post observations
worked by this class, as some students
went ahead of the class and finished the
advanced tutorials with timers, enemies and bonus points with multiple levels.
2. The students who made the good games
wanted to present it in front of the class and this was interesting to watch as some of the other students got interested in it.
3. Asking the students to work together on the worksheet and the paper did not seem to work.
4. The students were not interested in doing the ID1 gameMaker scene to answer the worksheet questions. It seemed more efficient to show the scene on the projector and explain the worksheet question. Also, deriving the answer from the scene , than verifying the answer from the scene might be more engaging.
….when the students arrived at Mr. T's classroom, we had an unexpected experience of the system there. Every student was doing everything, except listening to the teacher. Some were fighting, some were texting, some had their own chit-chats, which they somehow knew was more important to what Mr. T had to offer them.
Game interest and technological background
Math motivation profile
Pre-post math testing
Pre-post testing on rate, fractions, percents (given twice)
Two control groups (advanced classes)
Give to game students last Friday
No control tests given yet
Anxious about math (19):
Will do well (math) (19):
Will do well (games) (19):
Plans for college (17):
Like math (19):
Good at math (19):
2nd 4th 6th = 6th6th
ctrl ctrl exp exp
pre prepre post
N 15 18 18 18 18
1 8 6 7 7 14taught (in intervention)
2 3 10 5 5 3taught
3 0 2 0 0 0taught
4 4 3 3 3 3reviewed
5 2 2 6 6 7not taught
6 0 0 0 0 1taught
7 0 0 0 0 0taught
8 0 0 0 0 0taught
Q# #Students answering correctly*** Comment
only easy questions; Most questions were left blank.
Little (if any) improvement shown
Time on math task was issue for pilot
Motivation to take test a problem
“Math Blaster” games*
Jihie sorting laptops
Moodle used for
Translation of GM Tutorial
Reference video tutorials
E.g. speed, fraction,
Did not work
=> teach sequentially
=> assess math as part of game creation =>ECD)
Variables are used to store values for display
Scripts can be introduced for “special” purposes