Game-Based Learning with a Dialogic Teaching Approach: A Case of Deep Learning and the Use of SporeTM in A-Level Biology Lessons

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Author(s): Wee Hoe Tan (University of Warwick, UK), Sue Johnston-Wilder (University of Warwick, UK)and Sean Neill (University of Warwick, UK)
Copyright: 2011
Pages: 16
Source title: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches
Source Author(s)/Editor(s): Patrick Felicia (Waterford Institute of Technology, Ireland)
DOI: 10.4018/978-1-60960-495-0.ch039

Keywords: Educational Technologies / Gaming / Information Science Reference / Media & Communications

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Abstract

This chapter is an instance of the deployment of game-based learning (GBL) in an upper secondary school in the UK. A retrospective case study was conducted with sixth-form students (aged 17) and their teacher. The study examines their perceptions after the use of Spore™ in their biology lessons. The teacher integrated GBL with a dialogic teaching approach to promote deep learning among the students. A surface–deep learning matrix was created to extract the students’ attributes as deep learners and to identify the teacher’s characteristics. A comparison is presented between the perceived advantages of GBL, the normal learning approach, and how the students see teachers who use technology in teaching. The chapter focuses on the discussion of issues associated with the choice of focus group as a research method and the practice of GBL in the 14–19 context.

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Game-Based Learning with a Dialogic Teaching Approach: A Case of Deep Learning and the Use of SporeTM in A-Level Biology Lessons

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