Publications and Conferences
Conferences
Barron, J. L. (2018) Problem Based Learning Techniques: Using Video games and Simulations to Enhance Learning. Conference on Higher Education Pedagogy. Blacksburg, Virginia: Virginia Tech.
Abstract: As instruction and technology in the classroom shifts and evolves, the primary focus of learning should not be what students know, but how they can utilize and process their knowledge in real world situations. Instructional Video Games and Simulations can offer a much needed solution to providing problem based instructional techniques within the STEM career. Video games have diverse environments, from science based open worlds to technical puzzles recreating complex formulas in physics. This practice presentation will explore the benefits of using video games and simulations in the classroom, while providing empirical evidence of its ability to motivate and instruct learners. Problem Based Learning (PBL) classrooms will be explored as well as different techniques to evaluate, implement and assess a video game with in a variety of curriculum.
Barron, J. L. (2016). Practicum-Based Learning Environments: The Combination of Direct Instruction and Video Games. Conference on Higher Education Pedagogy. Blacksburg, Virginia: Virginia Tech.
Abstract: Direct Instruction is a widely used technique in the classroom because of its ability to be applied to any content area. However, it is limited in its ability to allow a student to perform the knowledge or skills they have learned. Instructional Gaming can provide a crucial bridge between learning and application. Using the concepts the researcher has developed in her dissertation research, this session will showcase a unique learning model that combines Transformational Play, developed by the educator and researcher Sasha Barab, and direct instruction to create a practical learning environment. The literature that supports this method will be discussed and specific lesson plans and techniques will be examined and demonstrated in order to give participants the tools to create practical learning modules of their own.
Slavick, S., & Barron J.L. (2015). Instructional Technology Lab. Adjunct Faculty Institute. Richland: Pennsylvania Highlands Community College
Abstract: The increase of social media and technology has changed the way educators teach and communicate with students. Educators are faced with significant challenges as they have been charged with identifying instructional tools to support student learning and engagement while maintaining the integrity of the academic content. This session will make the concept of integrating instructional technologies more accessible and will support participants in identifying basic strategies for effective use and implementation of instructional tools and methodology.
Strahler, D., & Barron, J.L. (2015). Extending the classroom and learning through Twitter. ISTE. Philadelphia: Pennsylvania Convention Center
Abstract: By adapting classically used pedagogical techniques for a Twitter environment, you are able to transform simple concepts into a rich learning experience. This snapshot will provide attendees the knowledge to integrate and leverage Twitter for any classroom through a TPACK approach. With over 255 Million monthly active users and 500 million Tweets sent per day, Twitter has grown to be a dominant social media application in society (Bennett, 2014). What does this mean for educational use? This becomes an opportunity to leverage a popular computer-mediated communication (CMC) tool to extend the classroom. The primary purpose of this snapshot is to provide attendees with the knowledge and skills on techniques for utilizing Twitter as a pedagogical tool and the Twitter chat as a course assignment. One effective model for integrating Twitter into the curriculum is with Twitter chats. A Twitter chat is an organized and moderated chat through Twitter based around a particular content area. These are identified through a unique hashtag describing the content area, which allows participants to curate, track and follow the conversation. Chats typically last one-hour and are held once a week. There are already a large number of hashtags related to a variety of content areas and topics, but educators have the opportunity to create a unique hashtag related to their course and hold a weekly chats to extend the conversation beyond the classroom walls.
Barron, J. L., & Mugayitoglu, B. (2014). Instructional Gaming: Exploring Social and Cognitive Benefits for ESL Learners. 2014 Summer Faculty Institute. Monreoville : Community College of Allegheny County.
Abstract: The way students learn English in the 21st century is changing. This presentation will emphasize the “Best Practices” of Instructional Gaming Techniques and the variety of ways it can benefit a classroom of ESL learners. Various theories will be discussed on how video games can improve motivation and social interaction. Whittaker, S. (2013) has shown that adventure games are the most beneficial for second language learners to improve their vocabulary, reading, spelling and listening skills. Examples of usable games will be shown in detail. Break out groups will be formed in order to discuss the benefits of this student-centered process.
Barron, J. L., & Wasilko, A. (2013). Using Instructional Gaming to teach STEM Education. 2013 Summer Faculty Institute. Monreoville : Community College of Allegheny County.
Abstract: Within the last decade, STEM (Science, Technology, Engineering, and Mathematics) education has become a critical focus point. Backed by the United States National Academies, instructors are looking for diverse ways to teach classical concepts to make students competitive in STEM. This presentation will provide concrete examples backed by theory to show how instructional gaming can help us advance STEM Education. A variety of video games are available that are inexpensive, easy to learn and suitable for various learning environments. Examples of how this has been successful in the past will be examined. Practical use will be discussed in break-out groups.
Barron, J. L. (2014). Instructional Video Games: Overcoming Usability Barriers in the Classroom. Conference on Higher Education Pedagogy. Blacksburg, Virginia: Virginia Tech.
Abstract: Using video games in the classroom can be an enriching and beneficial experience for both student and instructor. However, there are specific barriers that prevent educators from using video games in their curriculum. This practice session will examine the barriers and provide solutions in order to make integrating gaming into learning seamless and effective. Participants will be encouraged to share their experiences with technology and gaming in the classroom. Practical resources and existent lesson plans will be examined and discussed. Upon conclusion, participants will be able to take actual examples of using video games in the classroom and apply them to their lessons plans.
Abstract: As instruction and technology in the classroom shifts and evolves, the primary focus of learning should not be what students know, but how they can utilize and process their knowledge in real world situations. Instructional Video Games and Simulations can offer a much needed solution to providing problem based instructional techniques within the STEM career. Video games have diverse environments, from science based open worlds to technical puzzles recreating complex formulas in physics. This practice presentation will explore the benefits of using video games and simulations in the classroom, while providing empirical evidence of its ability to motivate and instruct learners. Problem Based Learning (PBL) classrooms will be explored as well as different techniques to evaluate, implement and assess a video game with in a variety of curriculum.
Barron, J. L. (2016). Practicum-Based Learning Environments: The Combination of Direct Instruction and Video Games. Conference on Higher Education Pedagogy. Blacksburg, Virginia: Virginia Tech.
Abstract: Direct Instruction is a widely used technique in the classroom because of its ability to be applied to any content area. However, it is limited in its ability to allow a student to perform the knowledge or skills they have learned. Instructional Gaming can provide a crucial bridge between learning and application. Using the concepts the researcher has developed in her dissertation research, this session will showcase a unique learning model that combines Transformational Play, developed by the educator and researcher Sasha Barab, and direct instruction to create a practical learning environment. The literature that supports this method will be discussed and specific lesson plans and techniques will be examined and demonstrated in order to give participants the tools to create practical learning modules of their own.
Slavick, S., & Barron J.L. (2015). Instructional Technology Lab. Adjunct Faculty Institute. Richland: Pennsylvania Highlands Community College
Abstract: The increase of social media and technology has changed the way educators teach and communicate with students. Educators are faced with significant challenges as they have been charged with identifying instructional tools to support student learning and engagement while maintaining the integrity of the academic content. This session will make the concept of integrating instructional technologies more accessible and will support participants in identifying basic strategies for effective use and implementation of instructional tools and methodology.
Strahler, D., & Barron, J.L. (2015). Extending the classroom and learning through Twitter. ISTE. Philadelphia: Pennsylvania Convention Center
Abstract: By adapting classically used pedagogical techniques for a Twitter environment, you are able to transform simple concepts into a rich learning experience. This snapshot will provide attendees the knowledge to integrate and leverage Twitter for any classroom through a TPACK approach. With over 255 Million monthly active users and 500 million Tweets sent per day, Twitter has grown to be a dominant social media application in society (Bennett, 2014). What does this mean for educational use? This becomes an opportunity to leverage a popular computer-mediated communication (CMC) tool to extend the classroom. The primary purpose of this snapshot is to provide attendees with the knowledge and skills on techniques for utilizing Twitter as a pedagogical tool and the Twitter chat as a course assignment. One effective model for integrating Twitter into the curriculum is with Twitter chats. A Twitter chat is an organized and moderated chat through Twitter based around a particular content area. These are identified through a unique hashtag describing the content area, which allows participants to curate, track and follow the conversation. Chats typically last one-hour and are held once a week. There are already a large number of hashtags related to a variety of content areas and topics, but educators have the opportunity to create a unique hashtag related to their course and hold a weekly chats to extend the conversation beyond the classroom walls.
Barron, J. L., & Mugayitoglu, B. (2014). Instructional Gaming: Exploring Social and Cognitive Benefits for ESL Learners. 2014 Summer Faculty Institute. Monreoville : Community College of Allegheny County.
Abstract: The way students learn English in the 21st century is changing. This presentation will emphasize the “Best Practices” of Instructional Gaming Techniques and the variety of ways it can benefit a classroom of ESL learners. Various theories will be discussed on how video games can improve motivation and social interaction. Whittaker, S. (2013) has shown that adventure games are the most beneficial for second language learners to improve their vocabulary, reading, spelling and listening skills. Examples of usable games will be shown in detail. Break out groups will be formed in order to discuss the benefits of this student-centered process.
Barron, J. L., & Wasilko, A. (2013). Using Instructional Gaming to teach STEM Education. 2013 Summer Faculty Institute. Monreoville : Community College of Allegheny County.
Abstract: Within the last decade, STEM (Science, Technology, Engineering, and Mathematics) education has become a critical focus point. Backed by the United States National Academies, instructors are looking for diverse ways to teach classical concepts to make students competitive in STEM. This presentation will provide concrete examples backed by theory to show how instructional gaming can help us advance STEM Education. A variety of video games are available that are inexpensive, easy to learn and suitable for various learning environments. Examples of how this has been successful in the past will be examined. Practical use will be discussed in break-out groups.
Barron, J. L. (2014). Instructional Video Games: Overcoming Usability Barriers in the Classroom. Conference on Higher Education Pedagogy. Blacksburg, Virginia: Virginia Tech.
Abstract: Using video games in the classroom can be an enriching and beneficial experience for both student and instructor. However, there are specific barriers that prevent educators from using video games in their curriculum. This practice session will examine the barriers and provide solutions in order to make integrating gaming into learning seamless and effective. Participants will be encouraged to share their experiences with technology and gaming in the classroom. Practical resources and existent lesson plans will be examined and discussed. Upon conclusion, participants will be able to take actual examples of using video games in the classroom and apply them to their lessons plans.
Publications
Barron, L. J. (2015). Comparison of a Video Game Based Learning Environment and a Traditional Learning Environment (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (3719622)
Abstract: There are many ways to teach within a classroom environment. Traditional teaching methods have been successful because they can be applied in almost any classroom and are useful for imparting knowledge to a learner (Chang & Fisher, 2001). However, understanding and being able to apply that knowledge can be a challenge within a normal classroom environment. Simulations and games have been used in both the past and the present by the military and the government to teach and fine tune desired skills (Balci, Bertelrud, Esterbrook, & Nance, 1997). Video games and simulations give the learner a chance to apply their knowledge in a range of situations safely and with minimal cost. Many current video games mimic real world situations and can be used to create hands-on learning experiences. Learners gain self-efficacy towards the selected topic and are able to apply their empirical knowledge and cognitive reasoning skills.
This study planned to evaluate and compare the effectiveness of using video games in the classroom to a traditional learning environment. Learners will be evaluated on their perception of the learning environment and their retention of knowledge. According to the literature, video games provide a unique and diverse learning environment. Popular video games often have the concepts of social cognitive theory, scaffolding and application of knowledge built into their gameplay. The layout of the study was created with these concepts in mind.
The participants were adult learners from a community college setting who volunteered to take part in the two hour study. They attended two modules; one module to gain a knowledge base and another module that split the group into two different classrooms: Video Game Based and Traditional. They took the WEBLEI-VGB (Web Based Learning Inventory) that was adapted from an instrument created by Chang and Fisher (2003) and a Content Knowledge Assessment. The data was analyzed and the two classrooms were compared. Despite low participation in the study, the reported data and the addressed literature emphasizes the need for future studies involving video games, learning environments and knowledge retention.
Hyatt, K. J., Barron, J. L., & Noakes, M. A. (2013). Video Gaming for STEM Education. In H. Yang, & S. Wang (Eds.), Cases on E-Learning Management: Development and Implementation (pp. 103-117). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-1933-3.ch005
Abstract: The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however,
is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.
Abstract: There are many ways to teach within a classroom environment. Traditional teaching methods have been successful because they can be applied in almost any classroom and are useful for imparting knowledge to a learner (Chang & Fisher, 2001). However, understanding and being able to apply that knowledge can be a challenge within a normal classroom environment. Simulations and games have been used in both the past and the present by the military and the government to teach and fine tune desired skills (Balci, Bertelrud, Esterbrook, & Nance, 1997). Video games and simulations give the learner a chance to apply their knowledge in a range of situations safely and with minimal cost. Many current video games mimic real world situations and can be used to create hands-on learning experiences. Learners gain self-efficacy towards the selected topic and are able to apply their empirical knowledge and cognitive reasoning skills.
This study planned to evaluate and compare the effectiveness of using video games in the classroom to a traditional learning environment. Learners will be evaluated on their perception of the learning environment and their retention of knowledge. According to the literature, video games provide a unique and diverse learning environment. Popular video games often have the concepts of social cognitive theory, scaffolding and application of knowledge built into their gameplay. The layout of the study was created with these concepts in mind.
The participants were adult learners from a community college setting who volunteered to take part in the two hour study. They attended two modules; one module to gain a knowledge base and another module that split the group into two different classrooms: Video Game Based and Traditional. They took the WEBLEI-VGB (Web Based Learning Inventory) that was adapted from an instrument created by Chang and Fisher (2003) and a Content Knowledge Assessment. The data was analyzed and the two classrooms were compared. Despite low participation in the study, the reported data and the addressed literature emphasizes the need for future studies involving video games, learning environments and knowledge retention.
Hyatt, K. J., Barron, J. L., & Noakes, M. A. (2013). Video Gaming for STEM Education. In H. Yang, & S. Wang (Eds.), Cases on E-Learning Management: Development and Implementation (pp. 103-117). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-1933-3.ch005
Abstract: The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however,
is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.