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Homemade PowerPoint Games
in a High School Science Setting

    Jason Siko
    Michael Barbour
    Sacip Toker
    Wayne State University
Homemade PowerPoint Game

      Student-generated game using MS
       PowerPoint
      Can be self-contained within .ppt file or have
       a printable game board and pieces




Template can be found at: http://it.coe.uga.edu/wwild/pptgames/
Story         ORE BURST
Game Directions

Game Preparation

  Game Pieces



 Play the game



                   A Homemade PowerPoint
   Objectives      Game
                   By
    Credits
                   Clarkston high school
Copyright Notice
Game Preparation


   Game board: Print out slides 37-38, cut off the
    edges, then tape together
   Game Pieces: Print out slide 5
   Need Dice




                         Home Page
Justifications for use
   Constructionism
       Learning by building
       Creation of meaningful artifact
   Microtheme narratives
       Concise narratives focus thoughts and ideas
   Question-writing
       Process of writing questions, determining answer, &
        creating plausible alternatives forces students to analyze
        and synthesize content
       With practice, students write higher-order questions
ORE BURST!

  HURRY!!!! Be the first to get you and your equipment to the
mining spot before your competitors. You and your workers
are competing with three other mining companies. You have
just heard that in the state of Nebraska they have come
across a large amount of ore. They are letting anyone come
and retrieve it from the ground for a cheap price and the
quantity is unlimited. You want to be the first group to get to
Nebraska to claim where you are going to dig and retrieve
your share of the ore. Along the way you are traveling you will
encounter some tough times where you are stopped and
possibly sent back home. So don’t wait and get the move on!

                          Home Page
Time to play Ore Burst!

     1         2          3              4      5


     6         7          8              9      10


     11       12          13             14     15


     16       17          18             19     20


     21       22          23             24     25

             Home Page        Game Directions
If zinc’s atomic number is 30 and it has
31 neutrons how many protons does it
have?



    31            61            30
Prior Research
   Parker (2004)
       Middle school grammar – showed pre/post gains, but not
        as much as control
   Barbour et al. (2007)
       U.S. History – NSD
   Clesson, Adams, & Barbour (2007)
       British Literature – NSD
   Barbour et al. (2009)
       Analysis of questions from Barbor et al (2007) study
       ~93% of questions “Knowledge”-level
Methodology
In this study we set out to answer the following research questions:
     Do students reviewing for a chemistry test by generating
      homemade PowerPoint games perform better on multiple-
      choice tests than students who use a traditional worksheet
      review guide?
     Do students who have used this technique more than once
      perform better than those who have never constructed
      homemade PowerPoint games or have only constructed
      games once?
For these two research questions, we developed the following
      hypotheses:
     Ho: No difference in student performance
     H1: A positive difference in student performance
Methodology

   Two 50-question unit tests
   t-test between control and treatment groups
   ANOVA to compare performance of students
    who made games for both units, one unit, or
    not at all
Setting

   Large Midwestern suburban high school
   Environmental Chemistry course (ACS
    ChemCom curriculum)
   Trimester system
   3 Teachers
Setting
Table 1
Distribution of Control and Treatment Groups Among Teachers A-C

                                       Unit 1                                      Unit 2



Trimester                Control                  Treatment          Control                 Treatment


1st                  A – 2 sections
                        (n = 37)
                     B – 2 sections
                        (n = 44)
                     C – 1 section
                        (n = 20)



2nd                                             A – 3 sections    B – 2 sections
                                                   (n = 62)          (n = 37)

3rd                                                               B – 2 sections            A – 4 sections
                                                                     (n = 32)                  (n = 69)
Results

   Do students reviewing for a chemistry test
    by generating homemade PowerPoint
    games perform better on multiple-choice
    tests than students who use a traditional
    worksheet review guide?
Results

   First Unit Test: (t = 3.069, p = 0.87)
Results

   Second Unit Test: (t = -2.114, p < 0.05)
Results

   Do students who have used this technique
    more than once perform better than those
    who have never constructed homemade
    PowerPoint games or have only constructed
    games once?
Results

   Results of ANOVA (F = 2.286, p = 0.106)
Discussion

   First statistically significant result with
    homemade PowerPoint games
   Largest sample size to date
   More higher-order questions (based on
    observation only; research ongoing)
Implications

   For practitioners:
       More time than traditional review
       Boundaries on file size, narratives
       Spend more time on questions; less in lab
   Further research:
       Continued analysis of questions
       Does review = constructionism?
       Project grade vs. Test grade

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AECT 2010 - Homemade PowerPoint Games in a High School Science Setting

  • 1. Homemade PowerPoint Games in a High School Science Setting Jason Siko Michael Barbour Sacip Toker Wayne State University
  • 2. Homemade PowerPoint Game  Student-generated game using MS PowerPoint  Can be self-contained within .ppt file or have a printable game board and pieces Template can be found at: http://it.coe.uga.edu/wwild/pptgames/
  • 3. Story ORE BURST Game Directions Game Preparation Game Pieces Play the game A Homemade PowerPoint Objectives Game By Credits Clarkston high school Copyright Notice
  • 4. Game Preparation  Game board: Print out slides 37-38, cut off the edges, then tape together  Game Pieces: Print out slide 5  Need Dice Home Page
  • 5. Justifications for use  Constructionism  Learning by building  Creation of meaningful artifact  Microtheme narratives  Concise narratives focus thoughts and ideas  Question-writing  Process of writing questions, determining answer, & creating plausible alternatives forces students to analyze and synthesize content  With practice, students write higher-order questions
  • 6. ORE BURST! HURRY!!!! Be the first to get you and your equipment to the mining spot before your competitors. You and your workers are competing with three other mining companies. You have just heard that in the state of Nebraska they have come across a large amount of ore. They are letting anyone come and retrieve it from the ground for a cheap price and the quantity is unlimited. You want to be the first group to get to Nebraska to claim where you are going to dig and retrieve your share of the ore. Along the way you are traveling you will encounter some tough times where you are stopped and possibly sent back home. So don’t wait and get the move on! Home Page
  • 7. Time to play Ore Burst! 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Home Page Game Directions
  • 8. If zinc’s atomic number is 30 and it has 31 neutrons how many protons does it have? 31 61 30
  • 9. Prior Research  Parker (2004)  Middle school grammar – showed pre/post gains, but not as much as control  Barbour et al. (2007)  U.S. History – NSD  Clesson, Adams, & Barbour (2007)  British Literature – NSD  Barbour et al. (2009)  Analysis of questions from Barbor et al (2007) study  ~93% of questions “Knowledge”-level
  • 10. Methodology In this study we set out to answer the following research questions:  Do students reviewing for a chemistry test by generating homemade PowerPoint games perform better on multiple- choice tests than students who use a traditional worksheet review guide?  Do students who have used this technique more than once perform better than those who have never constructed homemade PowerPoint games or have only constructed games once? For these two research questions, we developed the following hypotheses:  Ho: No difference in student performance  H1: A positive difference in student performance
  • 11. Methodology  Two 50-question unit tests  t-test between control and treatment groups  ANOVA to compare performance of students who made games for both units, one unit, or not at all
  • 12. Setting  Large Midwestern suburban high school  Environmental Chemistry course (ACS ChemCom curriculum)  Trimester system  3 Teachers
  • 13. Setting Table 1 Distribution of Control and Treatment Groups Among Teachers A-C Unit 1 Unit 2 Trimester Control Treatment Control Treatment 1st A – 2 sections (n = 37) B – 2 sections (n = 44) C – 1 section (n = 20) 2nd A – 3 sections B – 2 sections (n = 62) (n = 37) 3rd B – 2 sections A – 4 sections (n = 32) (n = 69)
  • 14. Results  Do students reviewing for a chemistry test by generating homemade PowerPoint games perform better on multiple-choice tests than students who use a traditional worksheet review guide?
  • 15. Results  First Unit Test: (t = 3.069, p = 0.87)
  • 16. Results  Second Unit Test: (t = -2.114, p < 0.05)
  • 17. Results  Do students who have used this technique more than once perform better than those who have never constructed homemade PowerPoint games or have only constructed games once?
  • 18. Results  Results of ANOVA (F = 2.286, p = 0.106)
  • 19. Discussion  First statistically significant result with homemade PowerPoint games  Largest sample size to date  More higher-order questions (based on observation only; research ongoing)
  • 20. Implications  For practitioners:  More time than traditional review  Boundaries on file size, narratives  Spend more time on questions; less in lab  Further research:  Continued analysis of questions  Does review = constructionism?  Project grade vs. Test grade