Using the PCaRD digital game‐based learning model of instruction in the middle school mathematics classroom: A case study

Abstract

Currently there are few pedagogical models available for mathematics teachers who are interested in digital game-based learning. The Play Curricular-activity Reflection and Discussion (PCaRD) model attempts to address this, but lacks the needed exploratory research on its implementation within formal mathematics classrooms. Through the use of semi-structured interviews, this study examined three middle school teachers' initial experience using PCaRD, the influence of this experience on their digital gamebased learning knowledge, and their perceptions on how teaching with digital games impacts student achievement. The findings showed teachers feel PCaRD is a sound Pedagogical model, but needed more practice using it to fully realize its usefulness. Also teachers felt the need to make adaptions to PCaRD based on the composition of their class, and had difficulty implementing the reflection and discussion phases. Finally, teachers felt their low achieving students benefitted most from the use of digital games. Future directions for research are also discussed.

How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method

“…These statements are strongly linked to the learner-centered education model and the active learning proposed by GBL. In the part of model construction, this study refers to the input-process output model ( Garris et al, 2002 ), the Play Curricular activity Reflection and Discussion (PCaRD) GBL pedagogical model ( Denham, 2019 ), and the ARCS model ( Keller, 1987 ).…”

“…The virtual environment of smart classrooms, based on cloud platforms, cloud servers, cloud computing, cloud storage, etc., is normally equipped with corresponding cloud diagnostic analysis systems to build a virtual learning space. From the perspective of learning, the virtual environment of smart classrooms should provide the functions of learning context-aware, connecting learner’s community, accessing learning resources, and personalizing learning pace ( Denham, 2019 ). When environmental or user parameters are changing, classrooms with context awareness are able to determine the reactions based on certain rules or AI algorithms ( Fang and Strobel, 2011 ; Allsop and Jessel, 2015 ).…”

Teaching with Sandbox Games: Minecraft, Game-Based Learning, and 21st Century Competencies

“…Only a handful of studies have explored the specific ways in which teachers might approach teaching with digital games, including requisite competencies (Nousiainen et al, 2018), various roles adopted by the classroom teacher in facilitating DGBL (Marklund & Taylor, 2015), and best practices for supporting DGBL in classroom spaces (Hanghoj, 2008). A few attempts have also been made to articulate a pedagogical framework for DGBL (Denham, 2019;Foster, 2012;Shah & Foster, 2015), including our own digital game-based pedagogies framework (Hébert & Jenson, 2019), which represented some of the successful approaches to DGBL we witnessed through classroom observations and conversations with teachers.…”

Analysis and Design of the Web Game on Descriptive Statistics through the ADDIE Model, Data Science and Machine Learning

“…Digital tools and web applications are causing the creation of new virtual spaces for learning and teaching (Brilingaite, Bukauskas, & Juskeviciene, 2018). In particular, digital games have been incorporated into various courses of English (Hung et al, 2018), special education (Vasalou et al, 2017) and mathematics (Denham, 2019). In English courses, digital games favor the active role of students during the performance of school activities (Hung et al, 2018).…”