Integration of Games and STEM in Modern PPT.pptx

Integration of Games and STEM

1. Presented by Mr. Satyendra Raghuvanshi Jolly Memorial Mission school, Ujjian

2. Integration of Games and STEM in Modern Education : Incorporating Physical Education to Science Learning This presentation explores how games-based learning, especially when integrated with physical education, can revolutionise STEM education. We’ll delve into why traditional methods often fall short and how dynamic, interactive approaches can foster deeper understanding and personal development.

3. Introduction In the current technological development of Learning environment, we require revision of the traditional method. In many developed countries a new educational for framework, STEM being science technology, Engineering and Mathematics is practice. Traditional are not reaching up students who seek more active participation for understanding. A new educational frame work is required to encourage students to overcome, stress, anxiety and build strong personality.

4. Cont…. This presentation explores how games-based learning, especially when integrated with physical education, can revolutionise STEM education. We’ll delve into why traditional methods often fall short and how dynamic, interactive approaches can foster deeper understanding and personal development.

5. S T E M What is STEM? STEM is an acronym that stands for 4 education disciplines: Science Technology Engineering Mathematics

6. Objective The purpose of the research work is to investigate whether students get encouraged/enthused when learning perform outside the class room. Investigation of the design requirements of STEM scenarios in escape rooms( outside the class room). To analyse the behaviour of the students in a group learning in a close environment. To investigate the percentage of students that understood the key concepts. To investigate whether games-based learning acts as added value in student motivation and whether it potentially encourages or discourages students from understanding the key concepts in comparison to the classical learning method of reading. Comparative study to analyze aim of education on various parameter of teaching learning experiences.

7. Activity(1) – To Understand the Newtons First law of Motion Procedure – First educator use the traditional method of teaching the concept by delivering lecture and some kind of demonstration and then teach the same concept out side the classroom by the help of organizing games relevant to that concept. Evaluation and comparative study is performed Ask student to make model based on the concept . Newton's first law of motion, also known as the law of inertia, states that an object at rest will remain at rest, and an object in motion will remain in motion with a constant velocity unless acted upon by a net external force.

8. Cont ….. In Games based approach Divide the student in two group as a observer and performer ( Player). Organize a carrom board match and ask student to play and observe and ask question Materials: A carrom board A stack of carrom coins (at least 5-10) A striker

9. Concept introduction and Evaluation Q. When the striker hits the bottom coin of vertical pile what you observe ? If students answer affirmative Q. Why

10. Cont …. Setup: Stack the carrom coins neatly in a vertical pile on the centre of the board. Position a player on one side with the striker. How it Demonstrates Newton's First Law: When the striker hits the bottom coin, it applies a significant force to that single coin. This force is so quick that it does not have time to be transferred to the coins above it. The coins in the stack, due to their inertia of rest , resist the change in their state of motion. They want to stay right where they are. As a result, the bottom coin is knocked out from under the stack, while the rest of the coins fall straight down into the space it previously occupied. The stack remains intact (or at least mostly intact) and simply settles in a new position, demonstrating that a force was applied only to the bottom coin, not the whole stack.

11. Activity - 2 To understand Newton's second law. Procedure – First educator use the traditional method of teaching the concept by delivering lecture and some kind of demonstration and then teach the same concept out side the classroom by the help of organizing games relevant to that concept. Evaluation and comparative study is performed Ask student to make model based on the concept. The net external force act on a body is equal to change in its momentum with respect to time. i.e. The key concept is-The force feel by body is more when its momentum is change in short duration of time.  

12. Cont ….. Divide the student in two group and organize a Cricket match Observation Required The "Force of the Catch" This activity helps participants understand the relationship between force, momentum, and time, which is a key component of Newton's Second Law (F= Δp / Δt ).

13. Concept Introduction and Evaluation Q . In which case Aashish hurt his hand more Answer affirmative Q. Why

14. Observation While teaching using lecture method only 20 % of student understand the concept others are just have the knowledge or passive. Out of those 30% , only 5 to 10% students knows the practical application of the concept. ( That why STEM is required ) During lecture student behave passively. During Evaluation student are stressed and anxious . While in case of integration of Physical education with science to learn the key concept enhance the Percentage of student those having concrete knowledge and understanding of the concept. Practicing STEM based learning foster the critical thinking that help them to their vocational training and to choose the area of interest for their future studies. Increase the active participation and curiosity to lean. Evaluation is a fun loving process that reduces stressed and anxiety among student Increase the interaction among students, that create a positive learning environment.

15. Feature Traditional Method (Lecture-Based) Games-Based Method Primary Role of Learner Passive Receiver: Students primarily listen, take notes, and absorb information from the instructor. Active Participant: Students are directly engaged in the learning process by making decisions and solving problems Learning Environment Formal and structured: The classroom is typically quiet, with the teacher at the front. It's often a one-way communication channel Interactive and dynamic: The environment is often collaborative and noisy, with peer-to-peer interaction and immediate feedback. Motivation & Engagement External: Motivation often comes from grades, exams, or the need to pass a class. Engagement can be low due to long, monotonous presentations. Internal: Motivation is driven by the desire to win, earn points, or progress through levels. This makes learning feel fun and less like a chore. Feedback Mechanism Delayed: Feedback is usually provided after a test, quiz, or assignment, often days or weeks later. Immediate: Players receive instant feedback on their actions. A mistake leads to an immediate consequence in the game, allowing for instant correction. Skill Development Fosters memorization: This method excels at transmitting a large volume of foundational knowledge, facts, and theories for memorization Fosters critical thinking & problem-solving: Games require students to apply concepts, think strategically, and work through challenges in a hands-on way. Flexibility & Pacing One-size-fits-all: The pace is set by the instructor, which may be too fast for some students and too slow for others. Personalized: Students can learn at their own pace. They can fail in a low-stakes environment and try again until they achieve mastery.

16. Conclusion Based on the comparison, it's clear that games-based learning is a more effective and engaging way to learn than the traditional lecture method. While lectures are good for giving out a lot of information at once, they often fail to keep students interested or help them truly understand the material. They put the student in a passive role , where they just listen and hope to remember everything. Games-based learning puts the student in the driver's seat. It turns learning into an active, fun experience where students are motivated from within. They get instant feedback, can learn from their mistakes without fear, and build real-world skills like critical thinking and problem-solving, all while enjoying the process. Ultimately, games-based learning doesn't just teach facts; it teaches students how to think and apply what they've learned, making the knowledge stick.

17. Suggestions: Integrate game element into existing curriculum. Use games for concept reinforcement, not introduction. Start with low tech or Analog game Align game objectives with curriculum standards.

18. Limitation Time constraints in curriculum Delivery Teacher Preparedness and confidence Student distraction risk Resource inequality

19. Thank You