Results
In comparing the pretest and posttest responses for the eighth graders, a three-way ANOVA was run separately for interest, perceived knowledge, and emphasis with between-subjects factors for group (single versus dyad) and gender, and a within-subjects factor for pre versus posttest. No main effects or interactions were found for perceived knowledge or emphasis, but an interaction of group by time was found for level of interest (p = .01). As shown in Figure 2, the level of interest for females in the American Revolutionary War increased from 4.33 at pretest to 5.08 at posttest on a seven-point scale. Post hoc tests of the interaction found that only girls showed a statistically significant (p = .03) change from pretest to posttest. Boys and girls, however, were not found to differ from each other at pretest or posttest. With only three HS girls, a similar comparison was not run for the HS students. Comparing HS students and eighth graders overall using t-tests for the scales and chi–square (x2)for categorical variables did not find any statistically significant differences between these two groups. Both HS and eighth grade students were combined to compare the change scores for interest, perceived knowledge, and emphasis based on whether the student was playing a character that was a slave or a free person. Those who were playing one of the two slave characters had a mean increase of .71 in level of interest of a seven-point scale, while those playing one of the four remaining free characters showed a mean decline of .15 ( p = .006). No differences were found for perceived knowledge or classroom emphasis.
Figure 2 Change in interest level by gender
In looking at previous video game playing experience, 49% (n = 18) of the eighth graders and 70% (n = 7) of the HS students reported playing three or more hours of video games per week. Girls were less inclined to play video games three or more hours per week (14%) than boys (χ2 = 12.12; p < .001). Almost all the eighth grade (94%; n = 34) and HS students (80%; n=8) were interested in playing the Revolution game again.
Observational Data and Feedback
In addition to the data obtained from the posttest, we were encouraged by the recorded observational data as well. During this experiment, notes were recorded and collected from a social studies teacher and a curriculum specialist. The sessions were also video taped for analysis. Both teachers provided the researchers with feedback regarding their observations of their students playing the game. The social studies teacher highlights some of the value of the experience:
Anytime education can become more engaging, learning is enhanced. Larry Cuban (Professor of Education at Stanford University) teaches us to identify intended curriculum, taught curriculum, and learned curriculum. My intended curriculum included giving the students a chance to further understand the importance of Williamsburg in early American history. The learned curriculum turned out differently than I expected. The first thing I noticed with the interactive experience was how the students quickly assumed the roles they were assigned. They were very territorial with the jobs they were given and the locations they were protecting. The participatory learning activity was seen as a reward to the students.
Perhaps, the most encouraging outcome of the project involved a student who was moderately disabled. Initially I was concerned about the student participating; however, the game seemed to eliminate the reluctance the student usually showed and he performed as well as if not better than his peers. In addition, he requested to play the game again for several weeks after the experiment.
Most of my students really enjoyed the process of looking at a new game and engaging in this type of interactive learning. However, the experience would be more educationally fulfilling if some well-developed supplemental materials were provided. Overall this was an enjoyable way to look at a portion of history in a new format.
In addition to observing the students playing the game, the curricular specialist analyzed video tapes of the sessions and provided the following feedback:
Three students at the eighth grade level that are identified special education demonstrated different reactions to the program than their regular education peers. Viewing the tape and discussing the outcomes with assigned special education teachers indicated an opinion that an increase of time on task took place. The three students showed a high level of engagement for longer than the 5 to 10 minutes teachers expected. Also the teachers witnessed an increased level of fine motor skill activity that resulted from the active involvement in the game and the use of the mouse to move characters across the screen. The special education teachers concluded that the multi-sensory approach to learning offered by Revolution resulted in the improved time on task and fine motor skill level.
For example, one participant is classified under special education laws as autistic. He has progressed from nonverbal and non-reading to the ability to hold a conversation and reading first grade work by his eighth year. We were astonished at his reaction to Revolution. An increased time on task was witnessed. His IEP (Individualized Education Program) requires that he spend a limit of 20 minutes on any activity followed by a time of non-school activity. After twenty minutes his aide suggested he relinquish the control of the mouse to a group member. He refused and continued playing until the end of the 55-minute period. A review of the tapes showed him becoming increasingly more adept at controlling the mouse and thus the actions of the character. He seemed to understand the goal of the game and wanted to complete the activities required of his character. Lastly, we observed that his communication level with classmates increased as he played. Normally, he does not communicate with anyone except his aide; however, while playing this game he became more verbal then usual.
Special education teachers reflected on the change in his behavior. They expressed the belief that the multi-sensory aspect of the game increased his interest. He also received immediate feedback when successfully moving his character, which increased his willingness to continue playing in an independent learning mode. His understanding of the colonial Williamsburg era also seemed to increase. He could verbally share some of the concepts taught by playing Revolution with his aide and others in the classroom. Overall, playing Revolution gave him more avenues to demonstrate his learning and mastery of a number of skills beyond typical classroom activities.
Limitations
One possible limitation of the use of the educational video game with middle school students is that the goals of Revolution do not match the American history curriculum and the standards prescribed by the Indiana Department of Education. American Revolutionary War is taught at the eighth grade level in Indiana and the Revolution program seems to be aimed at the high school level student.
The overriding observation concerning the use of the game Revolution by different groups of students was the overuse of violence. All age levels were observed participating in violent activities on the screen. Students were observed spending most of the period engaging their characters in acts of violence against another character or bystander. In fact, observations show that the use of violence actually kept some students from completing the game.
Consideration was given to differences between boys and girls and their ability to manipulate the game to a successful conclusion. There appeared to be no difference in the ability to manipulate the game from a visual viewpoint. Additionally, girls completed the game as demonstrated by their behaviors more often then boys did.
From observations of student behaviors, the conclusion was reached that students had a difficult time identifying with the goal for each character. Some did not understand the verbiage used in the instructions. Others could not identify with the goals or the value of the goals based on their life experiences. Lastly actions of the students helped to conclude that some of the goals set for the characters or the players were not challenging. Some students were observed completing the required goal for a character rapidly and then engaged the character in violent activities, bragging to students seated next to them about their exploits. A rationale for the actions of some students would have to consider the lack of maturity on their part or the lack of opportunity to engage in computer-based role-playing as an education activity in the past.
