Learning Log 14: My Adoption Plan
In Chapter 15, Novak and Nackerurd proposes an adoption model for educators: RCIPR model. If you are to use this adoption model to incorporate serious games into your classroom, please describe briefly what you will do for each aspect: Research, Choose, Investigate, Pilot, and Reflect. In your log, please identify grade level and subject area.
R.C.I.P.R. Model
Grade: 6th grade |
Subject Area: Mathematics |
Research:
When choosing a game to use in my classroom I would start by checking the game with the Entertainment Software Rating Board (ESRB) which will allow me to evaluate the age appropriateness and content present in the game (Novak & Nackerud, 2011, p. 295). While thinking about content I would also take time to ensure the game aligns with South Carolina state standards and the learning objectives addressed in my unit. Finally, I would conduct research into the game to read about the experiences of other educators using the game in their classrooms.
Choose:
Next, I would test the game out and evaluate it using the C.Y.T.I.E. Rubric. The results of the test would help me determine the engagement level of the game and make decisions about when to use the game and how long to allow students for gameplay. The goal would be to choose a timing that will ensure students' full engagement during game-play.
Investigate:
In this stage I would do research into implementing the game onto school computers. My students have one-to-one Chromebooks so I would need to assure that the game could be downloaded and/or accessed on those computers. Additionally, I would work with the school's IT professionals if facing issues accessing the game. The authors highly suggest developing relationships with IT and even collaborating on the research and choosing of games in order to assure buy-in and system compatibility (Novak & Nackerud, 2011, p. 302-303).
Pilot:
After choosing a game to implement, I would create a rubric to use to evaluate the students' gameplay while they play for the first time. I would have the students play the game during class time for 2-3 class periods and I would create a Google Forms on which they could express their ideas about the game after playing. The authors state that "by requesting feedback, the instructor was able to elicit frank feedback and commentary from students" (Novak & Nackerud, 2011, p. 307). This type of response from the students would help me to plan further use of the game in my classroom. After the pilot, the students would be allowed to play the game during their free time such as after completing required work.
Reflect:
The authors as well as Coastal Carolina University stress the importance of being a "reflective practitioner" (Novak & Nackerud, 2011, p. 308). After piloting my game I would step back and assess both student success and their feedback to determine if the game was successful and worth implementing in the future. I would consider additional supports needed in order to make it more successful and start planning for the next year.
References
Ma, M., Oikonomou, A., & Jain, L. C. (2011). Serious games and edutainment applications. London: Springer. Retrieved November 21, 2019 from https://link-springer-com.login.library.coastal.edu:8443/content/pdf/10.1007%2F978-1-4471-2161-9.pdf