Game Network Analysis: A Framework for Making Game-Based Learning and Instruction Accessible

• In Event: 58.023 - Bridging the Divide Between Knowledge and Action to Advance Game-Based Learning

Abstract

The objective of this paper is twofold. First, the paper provides an introduction to Game Network Analysis (GaNA) framework for incorporating game-based learning in formal and informal learning environments. Second, the paper illustrates the application of GaNA in a K-12 setting with in-service teachers and a university setting with pre-service teachers.

Game Network Analysis (GaNA) was developed as a methodological process for game-based learning (Foster, 2012). Specifically, GaNA is a combination of analytical and pedagogical frameworks developed to aid teachers, researchers and designers in adopting game-based learning with an emphasis on game analysis and game integration, and consideration of conditions within their respective contexts. GaNA comprises of a repurposed Technological Pedagogical Content Knowledge (TPACK) framework (Foster, Mishra & Koehler, 2011) that provides an analytical lens for game selection and analysis in aiding teachers approach the game as a curriculum with constraints and affordances for technology, pedagogy, and content (Foster, 2012). It includes Play Curricular activity Reflection and Discussion (PCaRD) model that aids teachers in (a) the systematic incorporation of games in classrooms in order to flexibly accommodate challenges inherent in a typical school structure; (b) the design of learning environments where student engagement, teacher intervention, curricular inquiry are in synergy; and (c) overcoming limitations of the games being used (Foster & Shah, 2015b). Lastly, GaNA facilitates teachers in designing opportunities for inquiry, communication, construction, and expression to foster transformative learning experiences anchored in the game (Foster & Shah, 2015a). Thus, the framework includes a focus on the pedagogy and content of games as well as the process for employing game-based learning in classrooms such the role of teacher and students in a game-based classroom (Foster, 2012; Shah & Foster, 2015). In this paper, we describe the theoretical foundations of GaNA and how it addresses the current literature on advancing game-based learning.

GaNA was implemented in three studies from 2010-2013. The first and second study involved working with 4 in-service teachers to design and implement game-based learning courses in Science, Mathematics, Social Studies, and Systems Thinking for Upper Elementary, Middle School and High School students at an urban public and a suburban private school in Northeastern region of US. The third study involved working with 14 pre-service teachers enrolled in a special topics course focusing on the methods of game-based learning in a teacher education program at an urban private university in a Northeastern city in US. In this paper, we showcase the application of GaNA focusing on the process and outcome of developing and assessing pre-service and in-service teachers' knowledge of game-based learning. We also describe the challenges teachers in respective contexts experienced in learning about game-based learning and implementing it.

We conclude the paper with implications for researchers and educators interested in facilitating teachers to use game-based learning.

Authors

• Mamta Shah, Drexel University

• Aroutis Nathaniel Foster, Drexel University