Research Project
Effectiveness of Game-Based and Project-Based Online Learning for a Business Course
By: Pam Carnahan
Understanding On-line Learning
On-line learning/education has become one of the biggest educational trends that could become a permanent way of learning for the new generation. On-line learning/education is a computer-based program, which involves computer-enhanced learning from different types of learning-based programs (i.e. game-based or project-based). Most on-line courses are done all on the computer and the students can be from all over the country. Stated by Davidson and Goldberg (2009), “When considering the future of learning institutions in a digital age, it is also important to look at the ways digitality works to cross the boundaries within and across traditional learning institutions.” (p. 11). Davidson’s and Goldberg’s statement helps us understand why more schools/colleges are teaching on-line courses. Taking on-line courses can be a convenient way to earn a degree. In most cases taking on-line courses can be cheaper than going to class in person. It can save time and the expense of driving to class and parking, etc.
An on-line course can be any subject and involve many students to a few students and of any age or gender. On-line courses can improve a person’s education level and give them the opportunity to be promoted in their current job and/or get a job. This paper will primarily be to understand if business on-line courses can determine if either game-based or project-based program is more effective for students to learn. Taking on-line courses can be a huge benefit for so many people with different levels of education and age. The accessibility with taking on-line courses is another positive incentive for people to enroll in these types of courses. Most people have computers in their homes and only need to sit down once a day to accomplish taking a college level course to get the credits they need to be successful in their field. This paper will investigate which computer program (game-based or project-based) will make on-line business course more effective.
Research Information
On-line learning is a growing trend in the higher educational world. On-line education can be referred to as distance learning, e-learning or digital learning, with the same meaning and conducted through the web only, there is no in-person class time. Davidson and Goldberg (2010) explained the technical meaning of teaching on-line courses.
“Digital learning is not simply about interaction (we all have plenty of that in our lives) but of interactions that, because of issues of access, involves cocreation with myriad strangers who have the anonymity of respond as they wish, candidly. With digital learning, the play between technology, composer, and audience is no longer passive.” (p. 7)
On-line education lacks the interpersonal connection with no immediate response during discussions. Even though there are live on-line discussions it can be difficult to have any emotions attached to the discussion.
Another reason on-line learning has become increasingly popular is because of the cost of computers has been very reasonable. Cressy (1997) stated, “The last few years have seen a vast improvement in the low-cost of personal computer systems.” (p. 8). This information is helpful for the teacher when writing lesson plans to coordinate with the type of computers, and software programs the students use. Using computer programs that are easily accessible and not too expensive will help keep students interested in taking on-line courses.
On-line education is a form of instructional technology that has changed the ways we learn and grow it is considered a positive change using more technology in the classroom. Lamb (1992) found in her research that, “active multimedia learning environments foster communication, cooperation, and collaboration among instructor and students. Multimedia makes learning stimulating, engaging, and fun.” (p. 33) This information gives the teacher a better understanding towards teaching an online class.
“On -line instruction can be confusing and difficult to follow the lesson plans from the instructor, this is why the instructor needs to be creative by using a game-based or project-based program.” Bates (1995) discovered, “technologies differ considerably in the ways in which they encourage interaction. Many arguments about the value of technology in distance education, and the extent to which it can or should replace face-to-face or human interaction, are often based on confusion and misunderstanding about the contexts in which interaction takes place.” (p. 52). One more point Bates (1995) found in his research about the loneliness of on-line courses, “The fact is that for both conventional and distance education students, by far the largest part of their studying is done alone, interacting with text books or other learning media.” The difference is that for distance learners, this fact is acknowledged by the designers of the teaching materials, who often take steps to build opportunities for interaction into the learning materials. (p. 52).
Using game-based or project-based programs for the course to be effective is important. Not having many resources indicates the differences in the effectiveness of the learning program. This encourages the teacher to continue researching for more information on the subject.
Understanding On-line Business Courses
On-line business courses have been growing in the past years and continue to become more popular. To help determine the effectiveness of an on-line business course, it is important to explore all types of business courses that are offered to get a fair outcome. Another point discovered by, Smith and. Rupp (2004)
” Benefits and advantages of online business education. Of course, learning and teaching business online certainly have unique challenges. Educational research and business communication literature indicate that teachers participate more eagerly in the change process if they have an active involvement in the development or selection of the intended change.” (p. 100).
Business courses can have a wide range of information if the course has an effective curriculum. Not only does the curriculum need to be workable for a business course but also for an on-line course, which includes more components to a lesson. Business education and on-line course information must work together, for the course to be effective and the students are learning the information whether it is game-based or project-based. Some feel that on-line courses should be taught by an instructor with technology background or experience. Shafer (2002) quoted, “Business educators have technical expertise with hardware and software, effective teaching methods, and knowledge of how to apply technology to learning.”
Understanding Game-Based Learning
Researching game-based learning programs has proven to be a difficult task for computer techs to write an educational program. Information about designing a game-based learning program for an instructional-based course can be difficult to create. Most computer techs have no teaching experience to understand how to develop an instructional game-based course. Research done by: Hirmumi, Appelman, Rieber, Van Eck (2010) explained how hard it can be to develop a game-based learning course. Part I introduces instructional designers to analyze, design, develop, implement and evaluate instructional games. The authors discovered: “many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness.” They continue to explain, “if instructional designers are to develop successful instructional games, we must first understand how learning and instructional design are manifested in commercial games, and must secondly modify our instructional design practices (if not our models) to design games that are both instructionally effective and as engaging as commercial games.” (pp. 27-29).
The article provides information on the importance for video game developers to understand instructional design and how to develop an effective educational game-based course. Instructional designers know little about game development and video game developers may know little about education and instructional design. Both designers need to work together to create an effective learning course.
Understanding Project-Based Learning
On-line project-based learning can be another way to teach on-line courses effectively. Beginning with learning technology design (LTD) can be a challenge to most instructors when developing a course. Researchers and authors, Robinson, Wise, & Duffy (2009) found, “Most faculty who teach learning technology design are aware that students must be prepared to work and communicate as part of a diverse and multidisciplinary design team.” (p. 81). As computer designers begin to develop a project-based course the students that are learning the process must keep in mind to continue to use interpersonal skills. Some project-based programs can be considered busy work while others involve meaningful inquiry that could be considered effective learning for students. Larmer and Mergendollar (2010) explained the 7 Essentials for Project-BasedLearning. “A Need to Know; A Driving Question; Student Voice and Choice; 21st Century Skills; Inquiry and Innovation; Feedback and Revision; A Publicly Presented Product.” (pp. 34-37). More good points for teachers to keep in mind when they create the lesson plans to get an open and clear understanding if the students are being taught effectively. Creating an effective learning environment requires four basic principles that can be interrelated and interconnected perspectives: learner-centered, knowledge-centered, assessment-centered and community-centered. (Romeo, 2006, p.153) As this paper compares the effectiveness of game-based and project-based programming for an on-line course it is important to keep the perspectives in mind. Romeo (2006) also discovered that,
“Further attempts at defining effective learning include this from the National School Improvement Network: Learning is effective when it is: an active process in which the learner relates new experience to existing meaning, and may accommodate and assimilate new ideas; past, present and future are connected, although a linear connection is not assumed: un-learning and re-learning may be implied; the process is influenced by the use to which learning is to be put: how the learning informs action in future situations is vital.” (p. 179).
On-line courses have increased significantly over the past few years. If this is going to be the trend, educators need to make sure they are offering students the best education. Teachers will benefit from this study to change their way of educating students using technology.
There is limited research studying business on-line courses to determine whether game-based or project-based programs are more effective. Without extensive research on this topic it is imperative that more research be done to help improve the education for students that take on-line business courses. Another aspect of the importance of this information would include that the required standards for an on-line course are being fulfilled. Fallon and Brown (2003) stated: “After deciding what components will be included in your e-learning infrastructure, you need to determine which standards apply to those components.” (p. 43). There are two standards for courseware falling into two basic categories: “Interoperability standards define how courseware communicates with administrative systems such as learning management systems.” (p. 43). The other standards include “the content-packaging standards define how learning objects and groups learn objects, including complete courses, should be packaged for import into administrative systems.”(p. 43). If the standards are not met the students may not be learning effectively from the on-line teaching methods.
This information could conclude the worthiness of the difference of game-based vs. project-based programs through on-line business courses. Students could benefit from this information also educators/teachers in other fields will learn the importance of on-line learning, and the effectiveness.
Summary
This paper has looked into many aspects of locating information about the effectiveness of game-based or a project-based on-line business course. It is important to find and understand the most effective way to teach an on-line business course. The information provided will assist teachers to be able to write a detailed lesson plan to administer one of the best on-line business course. After much research it was difficult to come to a positive conclusion for which on-line learning is more effective; game-based or project-based. It has been determined that more studies need to be preformed to get a positive conclusion of this inquiry.
References
Bates, A. W. (1995). Technology, Open Learning and Distance Education. New York City: Routledge. pp. 51-53
Cressy, C. J. (1997). Towards the Design and Implementation of Computer-Modeled Opponents for Use in Entertainment and Educational Software: Some Initial Considerations.
Computers in Human Behavior, pp. 181-203.
Davidson, C. N. & Goldberg, D. T. (2010). The Future of Thinking, Learning Institutions in a Digital Age. Cambridge: The MIT Press. pp. 6-8.
Davidson, C. N. & Goldberg, C. N. (2009). The Classroom or the World Wide Web? Imagining the Future of Learning institutions in a Digtal Age. Cambridge: The MIT Press. pp. 10-12.
Fallon, C. &. Brown, S. (2003). e-Learning Standards. A Guide to Purchasing Developing and Deploying Standards-Conformant e-Learning. Boca Raton: CRC Press LLC. pp. 42-43.
Hirumi, A., Appelman, B., Rieber, L., VanEck, R. (2010). Preparing Instructional Designers for Game-Based Learning: Part 1. TechTrends, pp. 27-37.
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Smith, A. D., & Rupp, W. T. (2004). Managerial Implications of Computer-Based Online/Face-to-Face Business Education. Online Information Review ,
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