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__Online Math Games and Middle School Math Students __ ** January - March 2009 Como Lake Middle School Peter Scott **

** The Question ** As I began Field Study 2, I must admit that I was very curious about what would result from the use of online math games in today's modern classrooms. I am attaching my Field Study Intent here as a primary document from the time that I was planning this study.



**The Plan**  Next up was to design and implement the plan that I would use for Field Study 2. Below are the documents that highlight the organization of this research:



Supporting Literature **  

// "In order for computer games to enhance online student learning, the games must be chosen carefully and used wisely. It is the teachers' responsibility to choose challenging online educational games which apply coursework in unique ways. Game-enhanced online instruction should be balanced with traditional online pedagogy to minimize the drop in motivation when the novelty wears off and to decrease the risk of addiction to gaming." (Green & McNeese, "Using Computer Games in Online Education", 2004) //

For this Field Study on online games, it was exciting to read the results of others especially after I had completed my research. I state this because as much as I understood the points of conclusion when I read these articles at the start of my field study, it wasn't until afterwards that I was able to make connection to other findings. It was really exciting to be able to link my work up with other academics interested in this new form of educational technology. Even so much as to be able to directly quote from other researchers' conclusions and state that my findings were concurrent with theirs.

The first article on Warrick's Secret had a plethora of ideas similar to mine even though the game they were using for their study is a much different style. The authours offered up some very interesting opinions. For example, they felt that games were less successful with middle school students than with elementary level students. I would agree but I do think it depends on the game. They also talked about student acceptance of the games being a major factor. This point is very important to any inclusion of games in education. The findings were that student excitement and attitudes toward math improved and that the format took away some of the anxieties that are associated with math. I believe that our research would definitely offer more validity for both studies.

The next study that I examined was by two PhD students from the University of Southern Mississippi named Mary Green and Mary Nell McNeese. This was another article that directly relates to my field study. It was so thrilling to compare results at the very end of this field study.

In "Using Computer Games in Online Education", Green and McNeese start off by stating the significance that technology plays in young people's lives. Being a teacher and a parent, I definitely concur. What the study was very interested in was how effective could online games be in education. The authours even used the word "edutainment" which wondered how effective the combination of education and entertainment could be. The paper did a wonderful job of linking how online games can be justified in today's classrooms. They linked the use to the "Theory of Multiple Intelligences", constructivist theories, the Dual Coding Theory and the Multimedia Theory. I know that my study was based on multiple intelligence and constructivist theories and I think that my data and findings back up this statement as you will see as you continue through this study. I do believe that my conclusions closely match the work of these researchers and to me this is an exciting discovery.

The final article on "The Effects of Using Computer Games" further backed up what I had found through my study and the reading of others. The most important quote to strengthen my conclusions was from the researcher Fengfeng Ke: "I contend that for computer games to benefit educational practice they need to be carefully aligned with sound learning strategies and conditions." My study and I couldn't agree more as you will find out through the rest of this portfolio.
 * Data **

**Description ** There were some really interesting developments as the Field Study ran its course. First of all, the students really needed some assistance with the concepts of Fractions, Decimals, Ratios and Percents as the pretest scores indicated. So I felt really confident that I had chosen a concept that would determine the effectiveness of online math games.

The only dilemma that was faced early on in the survey though was how involved should the teacher be? Should I just set up the games for the students and then offer no instruction on how to tackle the math concept? In order to truly test the effectiveness of the online math games, I probably should have let the students try to work things out for themselves. But I am a teacher! Obviously, that cold-handed approach to research was not in my blood. I did teach concepts when I thought the majority of students would benefit from the instruction. However, the majority of time over a 20 day period was spent playing games for approximately 30 minutes per math class.

The first discovery was that there are a lot of great math game sites out there! It is seemingly limitless and to me it is amazing that the cost is usually free! This answers one of my action plan questions as I had asked about the cost. For students and teachers, the price is definitely is not prohibitive. Below is a link to the multiple links that we used for this study. Please explore all the multitude of games that are out there. And the incredible thing is that these are just for fractions, decimals, ratios and percents! Student recommendations are for Fishy Fractions and Math at the Mall. []

As with many aspects of teaching, it's all about the setup. Using online math games was no different. The challenge I found for the teacher was sifting through the large amount of games that are out there; searching for the one specific concept that the students needed to work on for the next day. Now, if we lived in an education system where there was unlimited freedom of learning outcomes, it may be easier because the teacher wouldn't have to be as specific about what was going on in class that day. But we do have a directive, and it did take a lot of time to find the game that was the right one for the concept being covered that day. As well, I found that I had to have adapted games for those students that needed extra help or had already mastered the concept and were in danger of being "bored"! A lot of times, I had to find three games for one class. That definitely took time and Internet searching abilities.

We take for granted that students at this age are as technically proficient as we are. I found that I really had to teach the majority of students how to name files and how to store them properly. As well, teaching students how to attach files took a great deal of time. The best way however is to have your technologically capable students to help show those that are learning otherwise you are going to be moving quicker than a water drop on a hot pan! Students these days seem to have little patience for waiting in these modern times.

I found that once the games were started, it was really effective in assessing the students' progress. By watching the students play the online math games, the teacher is easily able to document whether the concept is being absorbed or not. First of all, the game offers a continuous stream of questions and you can see many questions being attempted in a relatively short time. Secondly, the screen is large; making it very easy to see from a distance without having to stop and look down. It's almost like window shopping! Finally, it was satisfying to be able to offer alternative sites if the student was on a game that wasn't meeting their needs. These developments with online math games were very exciting, indeed!

By the end of the 20 days, the students were very comfortable with their online math game venture. The students had their "own" computer and would quickly set up shop in their space. There were no complaints at all about who was sitting with whom. They easily found the links page and would start with the recommended site for the day. As with most middle school classes, reminders about noise level were needed but most of the chatter was about the games that they were playing. I found that students definitely had their favourite games that they would return to on a regular basis. They also liked any games that had high scores that they could play against each other. Another inspiring development was that many students would forward games they had found to me via email. It was wonderful to see them searching out online math games for themselves and offering to share their findings with me and their fellow students. The final class was setup with an online math test preparation site. It was a really beneficial class and I was so impressed to see the students helping each other out with friendly advice and guidance. It was really neat to see and I wish I had videotaped that class to be able to show others. It was almost zen like, I swear!

http://pscott21.livejournal.com/
 * //__ LiveJournal Entries __//**

**Making Sense ** After getting a chance to peruse through all of the data that was accumulated from my study of online math games it was apparent that there were some themes and patterns that arose. I'll take a look at these obsevations from two viewpoints: that of the teacher and that of the students participating.

From the **//teacher's perspective//** the use of online math games has to be considered successful. The numbers from the post test were impressive. Only 2 students out of the 78 or 3% that wrote the post test decreased their score. 5 students or 6% made little or no improvements (less than 5% improvement). That means that 91% of students made significant improvements and in some cases incredible gains. Many students made improvements of 30% or higher. And in some cases, close to 70%! Here are the class scores from the post test:
 * __Class 1 Test Score Averages__**

Pre Test - 43% Post Test - 78% Percentage Improvement: +35%

Pre Test - 27% Post Test - 96% Percentage Improvement: +69%
 * __Class 1 Student with the largest gain__**


 * __Class 2 Test Score Averages__**

Pre Test - 57% Post Test - 80% Percentage Improvement: +23%

Pre Test - 24% Post Test - 81% Percentage Improvement: +57%
 * __Class 2 Student with the largest gain__**


 * __Class 3 Test Score Averages__**

Pre Test - 59% Post Test - 77% Percentage Improvement: +18%

Pre Test - 21% Post Test - 71% Percentage Improvement: +50%
 * __Class 3 Student with the largest gain__**

Obviously as the math teacher for these students, I was very pleased with the results. Especially considering that the biggest gainers were students that usually struggle in their math endeavours. It was very special to be able to show the students a new way of learning that might be more beneficial to them than in previous ways in which they had been taught. The numerical data has shown me that this type of learning is beneficial for the majority of students and for some students, extremely so.

Here is some significant data from the students' perspective:

91% of students who participated in the Online Math Games Field Study really enjoyed the process and would like to be in a math class that incorporated this type of learning. 4% of students who participated were undecided. 5% of students who participated would not want to use online math games in class on a regular basis.

From the  // **students' perspective** //, the data supports the interest and validity of online math games to assist their learning. Many students wrote very clearly about their opinions and gave many meaningful points to consider. A tribute to the modern learner's ability to show responsibilities towards their own education. The need (and excitement) about modern day learner's taking charge of their learning was a concept that I had spoken to many times during this unit especially with the available online resources that are free of charge. It was apparent that many students understood this idea and are able to articulate how this applies to them. Please read through the following attached document for the student opinions on this field study in particular.

Here are some some quotes that really highlighted major connections that were made (especially for those readers that don't have the time to look through the previous attachment):
 * //__ Would you like to be in a class where these games were used regularly? __//**

"Depends, because if we play games all the time it wouldn't be healthy for us and it will make us addicted to the computer. But in a way it would be nice."

"Yes, I would because it is easier to learn math on the computer than off the chalkboard."

"I would love to be in a class like this but only if there were a teacher to guide you with what games you should be playing and how to play them."

"Yes because it would help me learn more. The idea of incorporating games and math helps learning. I say this because in the past, people would always detest math because it wasn't fun or they couldn't understand it. Now, since it is incorportated with games, it makes it fun. Furthermore, since games are fun and easy to understand it makes math a lot easier to understand."

"Not really. I guess it can get old after awhile and I like to write tests. Worksheets are okay, if we are allowed to talk. :) Talking is fun."

"No, not really just in a class where we play sometimes like if we play games all the time you would be sick and tired and even bored of playing games because it is just like getting lectures all the time. // It is good to try new things and learn in all different styles ." //

"NO, NO, NO!!!!!!!!!!!!!!!!!!!!!! These games are fun and nice, but I don't think that I would ever be able to do these regularly because I still like the old fashioned way and the new big, fun, colourful projects that make you feel great about what your learning."


 * //__ How do you think the online math games helped you learn fractions, decimals, ratios and percents? __//**

"I thought that they were great because of the challenging questions that required you to really use your brain."

"Playing online math games actually surprised me at how much you could learn by playing games like that."

"By the games we had on our site, every game had something to do with everything we learned. That's how I learned."

"I think they helped me learn these because there was such a large variety of games to adjust to my level and there was so much to practice with."

"I think it helped me by making me have lots of fun and change fractions into decimals, decimals into ratios and ratios into percentages really fast, so now I can change them easily into another form."

"I think that the main way it helped me was the fact that it was a game. Since it was a game, it seems more enjoyable than worksheets so it makes me more willing."
 * //__ Do you think that online math games had any thing to do with your improved test scores? __//**

"Yes, I think the online math games took a big part of the studying, but even if you did the games you still have to study after with paper."

"Yes, I think the math games were a big part of my improvement because they helped me learn fractions, decimals, ratios and percentages. Before we started this project, I knew nothing about ratios, decimals, percentages..."

"Well... maybe even though you played online games you have to study for it still."

"Yes, it gave an easier kind of vibe to the students and made them more comfortable with this concept, in my opinion."


 * //__ Any final comments or questions? __//**

"A comment that I have is that we should have alternated each week."

"The comment I have is I really liked how you switched it up and made math really fun for everyone."

"I never knew online games could be so helpful."

"I think the amount of time to play online math games was perfect (not too long or too short). I wonder if this will take over math teaching in the future..." "I really enjoyed playing the games and I use them sometimes to study for the concept tests every week."

** Interpretation ** Therefore, the biggest themes that I noticed from the online math game data were that students definitely enjoy this type of learning but in moderation. The need for students to be engaged in different ways continues to be an important reminder for me as a teacher. Just like a great baseball pitcher, you need to be able to mix up your delivery. It was very helpful to hear the students articulate this fact time and time again and it was apparent from the teacher's perspective that change is good but doesn't need to be full-scale and restrictive to one style. Once again, it is wonderful how the students are able to let us know how we can help them learn in the most interesting and beneficial ways with their honest opinions and abilities to articulate their thoughts.

The data also helps in giving me specific experiences to now answer the questions that were created at the beginning of this field study. I do believe that my responses are valid as I have had the chance to setup and observe approximately eighty middle school students as they used online math games to engage with mathematical concepts that definitely challenge students of this age.

//**__ Will the use of online math games increase mathematical abilities more effectively than traditional teaching practices? __**// This question is a very interesting one that is difficult to completely answer based on this study. My first inclination is to say yes. The data indicates impressive gains and the student feedback definitely stated that they enjoyed using online math games to learn a new concept. However, there were a few variables that need to be taken into account. As mentioned earlier in the study, I felt compelled to directly teach students in a traditional way at times during the study. Some students would have been too frustrated to learn algorithms that can be complicated for this age group. As a paid professional, I felt it was my duty to still continue doing the best job that I could for the students. I honestly feel that the guidance that was given did improve the results of the study. As a result, I would say that the use of online math games **//with//** traditional teaching practices can definitely increase student mathematical abilities.

Based on my observations during class time, I would say yes, interest was increased with the surveyed students. First of all, the classroom was very focused during these times. This would be even more the case if the online math games were used for a class per week rather than all classes over a month period. The other factor that came into play was how interesting and relevant was the game being played. When a game that really connected with the class was being played the interest was extremely high. The highlight for me of the study was when a student stated "I love Fishy Fractions and I play it at home to study all the time!" That was exactly the best case scenario I could hope for. Finally, any time that there were high score totals being kept that always seemed to really engage those students that have a competitive side or just like to see their names up in "lights".
 * //__ Will the use of online math games increase interest in mathematical practice? __//**

This was accomplished by teacher observation and the final comments of the students. Obviously, the results were very positive and 91% of students said that they would like to be in a class that uses online math games. My question about engagement though also ventures into how often were students using the online math games at home. I definitely should have included a question that was able to determine how much time students spent on their own time playing these games to learn the math concepts we were studying. Therefore, at this time I cannot make an accurate assessment of whether the increase in student engagement was noticeable outside the classroom.
 * //__ How will I be able to determine any increase in student engagement? __//**

Absolutely! Now the difficult part of organizing a math class that is using online games in general is to make sure that you have games for all different ability levels. The helpful part is many online games take this into consideration in their design. Many games had Beginner, Normal and Advanced levels which really helped out in this regard. But for some of the concepts students were struggling with the Beginner level and started to exhibit frustration in various ways. So in order to help out, the teacher had to be prepared by having alternate games available and in some cases online tutorials to go over concepts that were needed to play the game for the day. Alternatively, students that easily mastered the highest levels of a game had to have other games that would challenge them. I was able to discover games that ran the gamut of Grade 1 to Grade 10 as a result. The numbers of games out there are staggering. The challenge is making sure that you test them ahead of time and also set them up on a headquarter page otherwise you will be running around from computer to computer trying to help out. Your class could be over before you get to five students if you are not ready ahead of time in this new teaching age.
 * //__ Will the online math games be able to meet the needs of blended Grade 6/7 Math students of differing mathematical expertise? __//**

The amazing thing is that all the games that we used were free of charge. Sometimes we had to sign up to play but there was no charge whatsoever. The games that were part of a payment plan didn't seem any better than the multitude of games we were finding for free online. Therefore, the price was $0. This was amazing to me and I can't believe how much time is put into creating these games for free. I'm assuming that there are a lot of altruistic math people out there (Thank you!) and I also assume advertising must play a part as well. But the cost was completely not an issue and the students obviously were the benefactors.
 * //__ What will be the price for the online math games that I think may be the most beneficial and well-received? __//**

This was a part of the study that I tried to accomplish in two ways. First of all, with the pre test and the corresponding post test, I had data that I think accurately assessed student ability with regards to fractions, decimals, ratios and percents. As I mentioned earlier though, there was some teacher directed lessons that were part of the process so the credit cannot entirely rest on the online math games.
 * //__ How will I be able to accurately assess their progress in conjunction with the use of online math games? __//**

The way of assessing that I did not know would result was the ability for the teacher to watch students playing the online math games. Because of the size of the screen (and this would be even easier with larger LCD screens), the teacher is easily able to assess the abilities of many students very quickly. By watching students play an online math game, it was very easy to tell whether or not a student was capably comprehending what was being asked of them. The teacher would then compile a list of students that had mastered the concept for the day. Concurrently, a list was compiled of students that needed assistance. The following day, students were assigned to work with the teacher to give them the help that they needed through either direct teaching or through a site that was more to their understanding, Those students that were ahead were given new games to challenge them in new mathematical areas. The use of online math games really seemed to give instant feedback and allowed for the teacher to offer assistance and new strategies on a daily basis. This was a benefit of online math games that was a definite surprise and one of the most powerful findings of the entire study. ** Reflecting on Discoveries ** Having the opportunity to study online games with today's students has been everything that I had hoped for at the start. I was very curious to see what would happen and I wasn't disappointed. The students enjoyed the unit, they learned a great deal about a challenging middle school math concept and some students excelled. Many students wrote that they hoped that we would be able to use online games in the future and I definitely will do my best to include this type of learning in the near future.

The second implication for my teaching is that the study further ingrained for me the idea that I'm at my best as a teacher when I use a variety of different methods to deliver curriculum. As a teacher, I really enjoy changing things up to keep "freshness" over a year together and in the case of blended classes, two years. The ability to include the Internet proficiently obviously is an exciting new prospect. Students mentioned many times that they really enjoyed the unit but felt that it could become "old" if games were the only way to learn material. This always helps to remind me that students definitely like the excitement of new technology but still find great value in different types of demonstrating their learning. This study really helped me engrain this fact as a teacher.

Finally, I really being challenged to include data with my study. It really helped to show how effective the unit turned out to be. Obviously, they are just numbers and teaching is so much more organic than just a table of data. Nevertheless, it was interesting to have data that hopefully clarified what my field study entailed. As well, I really enjoyed getting the chance to have written student feedback. I was really impressed with their ideas and thoughts. I will take the time more often to garner feedback and take the time to study it in the future for themes, patterns and connections that will help me serve all my students better.

As a teacher, I have learned that I am able to devise new strategies to work with today's new technology and today's modern learners. I learned that creation of new plans and ideas takes a strong will and an understanding that mistakes will be made. I have learned that sometimes the best new directions come from failed attempts. I have learned that I am able to adapt and that inspirations and epiphanies are there for me if I keep my eyes open and my spirit strong. I have learned that my philosophy as a teacher of inviting the new but cherishing the true is one valued by myself and my students. I am excited and concerned about the future all at the same time. As a teacher, I would like to be a reminder to the students that while the technology is exciting and fast-paced it should never replace the simple things that make us inherently human. I sometimes wonder whether we are hurtling towards something so fast with technology that we are not seeing the ends to our fascination with the means. I have attached an article that really affected me strongly during this Field Study and encourage the readers of this Field Study to read it for themselves too. It cannot help but make everyone, but especially those that work directly with young people, think about where we are headed to in the future.

Here is the link to the article that affected me greatly about Ray Kurzweil and his futuristic vision of "Singularity":

[]#

After completing the second of two Field Studies and working as a teacher for eleven years I continued to be so impressed with the students that I work with. I honestly believe that the perfect age for me to work with is the Grade 6 and Grade 7 students. They continually make my days exciting and I am never disappointed with their efforts and their character. This knowledge was further engrained as a result of this study.

The students I learned are becoming more aware that they need to take responsibility for their education moreso than any previous generation. Some students definitely understand this concept more clearly than others. The exciting part of being a teacher is to show students the best opportunities to help themselves work toward any goals that they have for themselves. And in many cases, work towards goals they may not even know are their goals at this stage in their lives. The students are part of a technological explosion that will challenge them to continuously adapt and change to an evershifting environment and landscape. The students that understand this will have a distinct advantage on anyone that hasn't realized how important this has always been but even moreso as they/we move forward.

The changes I will make in my practice is to continue looking for new opportunities that help students engage and learn in today's modern classrooms. Yes, the new technology definitely will play an important role in these changes but more importantly, it's my continual search and quest to make the classes relevant and worthwhile. This field study has helped me to appreciate how much is offered online. The learning opportunities are out there, but it still takes a professional eye and touch to help bring them to the classroom. The challenge being that you are trying to help thirty young people see this at the same time. Therefore, the ability to be understanding of individual style and needs will be a facet of my teaching that I will always be trying to change for the better. In this day and age change is not just an option, it's a necessity.

Field Study 2 has answered a great deal of questions for me about the use of online math games, indeed. As I complete my reflections on my discoveries a few questions I do have are:
 * Who is creating these online math games and what are their reasons for doing so? (I'm curious!)


 * What new games will appear in the near future? I will definitely check for new games for all of my math units.


 * Will my students that participated in this Field Study continue to look for new, online educational opportunities not that they've had exposure to it? Will they do this of their own volition or will it take many different trials for the benefits to be absorbed?

These are my most pressing questions as I complete this Field Study and ones I hope to answer in the coming years.
 * Sharing My Learning **

As this field study was in progress (and definitely afterwards) my greatest excitement came from communicating the possibilities of online math games with others. First of all, the enthusiasm with which I showed my students all that is out there to benefit their mathematic progress was extreme. I was very emphatic about how this discovery is a "gold mine" for them. It's educational, it's free and it's fun! The Holy Trinity of Education! I was equally excited to share my discoveries with the parents of my students. Especially those parents that took the time to come in and meet with me about their struggling son or daughter. It was exhilarating to show parents what is out there with online math to help their children meet learning objectives. Most of the parents were really appreciative of the information and were committed to using it to help at home. Finally, getting a chance to share my findings with other teachers is obviously a highlight and I would be more than willing to share all my findings with anyone that had the time to take a look.

I can claim to be an emerging source on the topic of online math games. It was a superb opportunity to work with these games with today's middle school learners. It was interesting to see how the students responded, learned and engaged with these games. As well, the ability as a teacher to adapt to a new style of education was demonstrated. I believe that I would be able to offer valid advice on how to run a class using this technology and the paradigm shifts that a teacher would have to look for in order to assess the learning that was taking place. Once again, I would be more than willing to share this if given the opportunity.

I think the best way to share this information would be through a professional day session with my staff at Como Lake and/or leading a session at a district professional day event. To properly show the use of online math games, I would need a computer lab so that others would be able to play the games for themselves in order to better understand their benefits and uses. Another idea for sharing my learning would be to set up a Parents Math Night in our school's computer lab at the start of the year to highlight all the online opportunities that are available to their families. In fact, I can guarantee you that I will be doing this at the start of next year for sure! Also, having the opportunity to write up my Online Math Games Field Study for my TLITE mentor and peers is a really in depth way of sharing as much as I can about what I've learned through this process. While it is demanding of time and effort, I am really pleased with the end result and the challenge of articulating my thoughts and discoveries. My title for this field study was "How effective are Online Math Games in today's modern classroom?" They are very effective but need to be used as a component of any successful math program, not it's main focus. Just like any multifaceted venture, there are many skills that need to be utilized for success. The use of online games and applications are definitely a new skill that can be put into any teacher's repetoire with very beneficial results.

PS: As an extra I had student filmmakers create their own movies about what they learned from online math games. I've included them for your own enjoyment and to see the students that worked with me on Field Study 2. They really enjoyed the process and were very focused on completing their artistic visions. I hope you enjoy them and see if you can see any themes that come from their videos.