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1. Developing mathematics knowledge and computational thinking through game play and design: A professional development program.

   Smith, H. ( October 2020 , Contemporary issues in technology and teacher education)

   null (Ed.)

   The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms. 

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2. How Classroom Gameplay Changes Teachers: Perceptions and Takeaways on the Use of Computer Games After a Classroom Intervention

   https://doi.org/10.5281/zenodo.8302924  

   Torres Castillo, Ruth ( January 2023 , Journal of advanced technological education)

   While teachers are consistently asked to investigate new forms of technology, the use of computer-based games provides additional, unique issues. This research describes the changes in 12 elementary teachers' perceptions of games in the classroom after participating in an early algebra game-based intervention. Teachers implemented two computer-based games and one interactive tool as part of their daily mathematics lesson. They were also asked to guide their students through specific supplemental activities for out-of-game learning, which directly related to the content in the games. Surveys, classroom observations, self-reflection logs, and interviews documented teacher-student interaction during Math Snacks games. Findings reflect how the intervention changed teachers' views of games; their orientation to using inquiry in the classroom; their facilitation of technology; and their perception of including students with different abilities in gameplay. Participating teachers saw games as a tool to let students explore and introduce a topic with minimal initial guidance. Some teachers also noted the value of computer-based games in supporting low-performing students' integration and participation with the rest of the class. Teachers reported that students' collaboration and discussion skills were the primary competencies noticed while students were playing. Most of the teachers noted that their role as facilitators is essential n in the students' learning. 

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3. Augmenting Embodied Mathematics Classrooms with Mobile Tutors.

   Arroyo, I. ( April 2021 , Annual meeting program American Educational Research Association)

   We present the Wearable Learning Cloud Platform (WLCP), a web-based platform that supports embodied educational game creation, play, and math learning in real classrooms. WLCP is a novel learning technology that supports students’ exploratory and active movement within learning environments, blending hands-on activities and collaborative games within classroom culture. We present preliminary findings from several experiments that show that a variety of embodied games created via the WLCP helps students learn mathematics in real K-12 school settings and afterschool programs. 

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4. Augmenting Embodied Mathematics Classrooms with Mobile Tutors

   Arroyo, I. ( January 2021 , Annual meeting program American Educational Research Association)

   null (Ed.)

   We present the Wearable Learning Cloud Platform (WLCP), a web-based platform that supports embodied educational game creation, play, and math learning in real classrooms. WLCP is a novel learning technology that supports students’ exploratory and active movement within learning environments, blending hands-on activities and collaborative games within classroom culture. We present preliminary findings from several experiments that show that a variety of embodied games created via the WLCP helps students learn mathematics in real K-12 school settings and afterschool programs. 

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5. Teacher Self-efficacy During Professional Development for Game Design and Unity

   https://doi.org/10.1145/3478432.3499039  

   Hodges, Charles B. ; Akcaoglu, Mete ; Allen, Andrew ; Doğan, Selçuk ( March 2022 , Proceedings of the 53rd ACM Technical Symposium on Computer Science Education)

   Teacher self-efficacy (SE) has been observed to be an 'important construct for Computer Science (CS) teachers' professional development because it can predict both teaching behaviors as well as student outcomes" [1]. The purpose of the present study was to investigate teacher CS SE during a two-year federally funded professional development (PD) and curriculum development project for middle school teachers incorporating game-design and the Unity development platform. The research question investigated is: How does teacher self-efficacy for teaching computer science via game design with the Unity game development platform change during a year-long PD program? Investigations of teacher SE for teaching CS have resulted in some surprising results. For example, it has been reported that - There were no differences in self-efficacy based on teachers' overall level of experience, despite previous findings that teacher self-efficacy is related to amount of experience" and "no differences in self-efficacy related to the teachers' own level of experience with CS" [2], thus further study of CS teacher SE is warranted. Participants in this study were six middle school teachers from four middle schools in the southeastern United States. They participated in a year-long PD program learning the Unity game development platform, elements of game design, and foundations of learner motivation. Guided reflective journaling was used to track the teachers' SE during the first year of the project. Teachers completed journal prompts at four intervals. Prompts consisted of questions like "How do you currently feel about your ability to facilitate student learning with Unity?" and "Are you confident that you can implement the materials the way the project team has planned for them to be implemented?" Prior to beginning the project participants expressed confidence in being able to facilitate student learning after participating in the planned professional development, but there was some uneasiness about learning and using Unity. From a SE perspective their responses make sense, as all of the participants are experienced teachers and should have confidence in their general ability to teach. However, since Unity is a new programming environment for all of the teachers, they did not have the prior experience necessary to have a high degree of confidence that they could successfully use it with their students. 

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