Module 5: Digital Video Games in STEM Education

Chapter 6: Digital Video Games (DVGs) in STEM Education

• Education policy reform globally emphasizes 21st-century learning skills, including deeper integration of numeracy, scientific, and technological literacy in curricula.
• There's a need for skilled labor and professionals in STEM fields, stressing a multidisciplinary approach to better prepare students for STEM occupations.
• The number of individuals pursuing STEM careers is lagging behind demand.
• STEM education should emphasize technological literacy, especially for students pursuing STEM careers (e.g., engineering, architecture, medicine, IT).

6.1 STEM Education

• A major goal of STEM education is to improve proficiency in STEM, regardless of career aspirations, while fostering 21st-century skills.
• These skills include critical thinking, problem-solving, creativity, collaboration, self-directed learning, scientific, environmental, and technological literacy.
• STEM education reimagines traditional teaching methods by integrating the four STEM strands into a unified approach.
• Educators face challenges integrating STEM disciplines due to content knowledge, pedagogical knowledge, and pedagogical content knowledge.
• Effective STEM education is student-centered, promoting problem-solving and higher-order thinking.

6.1.2 Teacher Education

• Preparing teachers to be technologically competent is challenging, requiring ample effort, time, and opportunities.
• Teacher comfort with technology integration is not always due to a lack of technology, but also a lack of knowledge about how to effectively integrate it.
• Internal factors (personal investment, attitude) and external factors (resources, training, support) influence teacher technology use.
• Teacher preparation needs improvement, including ongoing professional development tailored to specific needs.
• Teacher education programs have a responsibility to prepare teachers to effectively model and integrate technology.

6.1.3 Digital Literacies and DVGs

• Games-based learning is a promising frontier for preparing students for STEM careers.
• Digital video games (DVGs) can effectively integrate and reinforce STEM concepts, motivating learners.
• DVGs have the potential for effectively integrating STEM concepts and principles, motivating learners.

6.1.4 Engineering Design Process (EDP) and DVG Design

• Engineering is often challenging to implement in K–12 classrooms due to a lack of prior science knowledge and access to engineers.
• The EDP process contrasts with the scientific process in that it focuses on problem solving rather than generating knowledge hypotheses.
• Storyboarding is critical in DVG design, helping structure and organize content, preventing scope creep and aligning with the engineering methodology.
• Digital games can help advance the learning of STEM concepts by applying the EDP.
• DVGs can potentially incorporate seven of the eight science/engineering practices in K-12 education.

6.2 DVGs in Teacher Education

• DVG development assignments situated within teacher education courses can connect video games to STEM education.
• Technological competencies are crucial for modern teaching practices.
• The training involved in designing the DVGs provides teachers with opportunities to engage in programming, mathematical knowledge, creativity, and logic.

6.2.2 DVG Criteria

• Criteria for DVG design include focus on STEM education content and a pluriversal approach to career connections.
• Mandatory elements include: rewards, leveling, and avatars to motivate and engage learners.
• The development process should involve reflections on research, storyboard development, and feedback.
• Implementing DVGs in the classroom involves providing opportunities for teachers to engage in the process of devising materials/tools tailored to specific curricula (e.g. Biology).

6.2.3 DVGs: Okazaki's Revenge

• The DVG, Okazaki's Revenge, tackles the concept of prokaryotic DNA replication, using games to illustrate complex scientific concepts to students.
• The game incorporates elements of game mechanics, interface elements, and educational logic to reinforce scientific concepts.
• The game also features a learning element with a step-by-step approach for teaching elements of DNA replication.

6.3 TCs' Reflections on DVG Development

• Teacher candidates' reflections reveal challenges (e.g., feeling overwhelmed by coding) and successes (enhanced digital literacy) in developing the DVGs.
• The reflections further highlight the importance of teacher educators' content/pedagogical expertise and their efficacy to support students.

6.4 Reflecting on Implementation of DVGs in Practice

• Implementing DVG design in the classroom has pedagogical benefits, including developing 21st-century skills and enhancing content knowledge of TCs.
• Reflecting on their experience further underscores the importance of supportive, student-focused practices.
• The DVG assignment can effectively engage students in challenging contexts and improve their understanding.

6.5 Conclusion

• DVGs are a valuable tool for developing STEM skills and enhancing teacher skills, particularly around the development of digital literacy skills.
• The chapter highlights the potential of DVGs in improving STEM content knowledge for students, including conceptual understanding.
• Creating DVGs helps teachers expand their skills and potentially their capabilities.

This quiz explores the critical role of digital video games in enhancing STEM education. It addresses policy reforms aimed at integrating technological literacy and fostering 21st-century skills in students. Learn how video games can promote proficiency in science, technology, engineering, and mathematics.