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 level: Fifth
Subject Area: Science
Research:
The authors recommend that I “acquaint myself with an entertainment software rating board” and become a part of asynchronous or synchronous discussion forums, such as Rezed (Novak & Nackerud, 2011, p.295). After choosing a game, I would ensure its alignment to standards and objectives for the unit, and research if the game is developmentally appropriate for students. Lastly, I would ask an education technology personnel for further information and support.
Choose:
During this stage, I would implement the C.Y.T.I.E. Rubric to see if the game would keep students engaged, but still push them towards transformative learning (Bateson's 3rd level). Then, I would choose when and how long to implement the game and gather supplemental resources needed.
Investigate:
To measure the infrastructure, I would check the game's basic requirements and its compatibility with students’ personal learning devices and the internet. Additionally, the authors suggest following the school’s protocol and building relationships with the IT professionals who can help with system upgrades for implementation.
Pilot:
The authors suggest finding a “venue where the use of game allows for experimentation and reveals learning potential to critics” (Novak & Nackerud, 2011, p.303). The pilot would occur during an ecosystem unit; gameplay would be prevalent in three of the five lessons. Students would receive a rubric that outlines how they would be scored/assessed during gameplay. Students would have the option to post results and impressions on our Google Classroom page. Students could play the game at home to earn XP and/or as early finishers work after the unit is complete.
Reflect:
To become a reflective practitioner, after the game implementation, I would make official documentations and collect data to determine its effectiveness and impact on student learning. I would make changes and modifications for future gameplay (i.e.: if not effective, add resources or modify).