Frequency 1550

Learning the Story of Medieval Amsterdam

through Social Connectivism

Getting With The Flow

Frequency 1550Team’s of 4 students

2 Students work around the town

1x Video phone1x ‘Game Phone’

2 Students man the control center

AssignmentsThree component assignments:1.Orientation2.Imagination3.Symbolic

Followed by questions requiring CT and HQT to combine their knowledge.

Quantitative ResultsMeasures supposedly describing flow were systematically recorded.

These measures correlated across groups and tasks, and were generally high.

But: there was no control group. And no evidence of the reliability of the test.

Qualitative Results

“Generally, the student teams showed flow with the game play”

“they were distracted by activities that were focused on solving problems with technology and navigation in the city”

The qualitative assessment showed higher engagement in the HQT, although this was not represented in the qualitative data.

Inter- and intra- team flow

Inter-team flow

“Team flow appears to be related to the group performance in the game, but not with student learning outcome.”

Boys with toys

Intra-team flow

“the less groups of student were distracted from game play by solving technology problems and the more they were engaged with competition with other student groups, the more students appeared to learn about the medieval history of Amsterdam”

Wholesome competition

So Overall?

KISS Principle

Frequency 1550 was too complicated to harness flow.

The observations show that during the

introduction of the game most students

paid attention to the procedures and the

technology of the game and did not take

the story (of earning citizenship of

Amsterdam) too seriously. One of the reasons

might be that students were often just told to

gather as much points as possible, with

no reference to earning civil rights.

ReferencesAdmiraal, W., Huizenga, J., Akkerman, S., & Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.

See also http://freq1550.waag.org

Question time!