Describe the data you have collected so far and how you are analysing it

Week 30 - Reflect on your Evidence

Step 1: Describe the data you have collected so far

In my action plan, I created surveys (quantitative) and interviews/questionnaires (qualitative) so that I could start with some baseline data to analyse.

The survey contained questions around devices, wifi, time spent gaming at home and how often they play these games.  All students completed these questions during class time.  Responses were gathered into a spreadsheet.

Interview questions were around more in depth questions around what attracts children to gaming and how it might help in the classroom.  These questions were asked to my priority children.  Each interview lasted for 10 minutes and children felt comfortable sharing their thoughts.

Quantitative coding: 

This survey was designed to gather data on their background knowledge or experience with gaming and how often they played at home.  Coding categories were set up inductively Babione, C. (2015).  As all children completed the survey, Google created pie graphs to show the results.  Some interesting findings were discovered.  96% of students have a device at home.
80% said that creating own avatars engages them more into the game.

All students are playing games at home.  Surprisingly, half the class are playing games (Minecraft, Fortnite) every day!
Two thirds of children communicate online while playing games.  
Nearly three quarters of parents are not supportive of their children playing games online.  However, 50% of students say they play every day.  Do the parents know their children are gaming??

A majority of the students said that with gamification, collaboration would definitely occur in the classroom!
Most students said that if they had some sort of reward system, their work would get completed.






Qualitative coding (Babione, (2015,) and anaylsis: (Efron, S. E., & Ravid, R. (2013)

The interview questions were designed for my target students.  I wanted them to tell me how they were liking the online platform and whether it was helping with their learning and engagement.  The following patterns from Babione, (2015, p142-143) were evident.

Students spoke positively about their experiences so far with the online platform Classcraft.  

Definition of the situation Codes: They shared how the quests and being in a team situation with powers, made them feel important and motivated them to complete the quests as they gained points for their whole team.

Strategy codes:  Children spoke about how they learnt new skills and tactics to help their team members.  It brought them closer to children who they didn't necessarily work with, which was a positive.

Narrative Codes:  Children commented on positive relationships with their team and how team members often helped them with the quests so that the whole team could 'level up'.  They felt that their involvement was valued in a team situation and that they had an important part to play.

Relationship and Social Structure Codes:  The target students explained that they were more motivated to complete tasks because they weren't just grouped in their ability groups but were mixed in with children who had higher abilities then them.  They commented on trying to beat the other groups by earning more points and gold.  This involved more positive collaboration.

Step 3:  Reflect on your evidence so far.

The results from the survey were very positive and insightful. Most children had knowledge of gaming and in fact most gaming at home.  Bringing the gaming element into the classroom has had a positive effect with motivation and engagement increasing.  

Target students felt more included and now have the chance of working with higher ability children, boosting their confidence.

A further qualitative survey might be interesting to carry out with the whole class to confirm that it is not only benefiting the target students, but in fact every learner. 

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References:

Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons.

Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York, NY: The Guilford Press.