Engaging the brain's reward system: A neuroscience-informed games-based approach to teaching and learning (360G-Wellcome-105472_Z_14_Z)

We will develop and evaluate a novel games-based approach to whole-class teaching, grounded in our understanding of the brain's reward system. In this games-based approach, teachers alternate delivery of new content with quiz-style questions. Students (in teams) compete to accumulate points by answering questions for uncertain rewards (i.e. pay-outs of points that may or may not occur, according to the spin of a wheel of fortune ). Even using certain rewards (i.e. a test-based approach, with a fixed number of points for each correct answer), alternating content with questions can enhance learning via the 'testing effect'. However, evidence suggests that the games-based approach with uncertain rewards has greater positive impact. To isolate effects, we will compare three classroom approaches: games-based (questions with uncertain rewards), test-based (questions with fixed rewards) and conventional (the teacher's usual practice). Thus, we will compare the effectiveness of games-based and test-based teaching with each other, and withthe conventional approach. We will focus on Year 9 science, in urban schools with above-average intakes of disadvantaged students. We are proposing a radical educational pedagogy requiring four interdisciplinary phases for development and testing: Phase 1: Creation of resources In collaboration with teachers from six schools in Bristol and Manchester, theproject will develop content for delivering 3 Year 9 science topics, each ready for teaching using all three different approaches (conventional, test-based, game-based) including homework activities in keeping with each approach, and online CPD resources that support pedagogical implementation in a generic sense (i.e. notsubject/topic specific). (6 months, Sept 2015-Feb 2016) Phase 2:Testing, refinement of resources Supported by the research team, the teachers will implement the games-based and test-based approaches. Attention will be paid to cultural/ethnic diversity issues, such as the cultural acceptability of combining learning with games of chance. Interviews, self-reports, classroom observations and pre-test/post-test scores will inform refinement of resources. Effects of individual differences in how teachers implement the three approaches may critically inform final refinement following Phase 3. Therefore, Phase 2 data will inform development of instruments for quantitatively characterising these individual differences forPhase 3 application. (6 months, March 2016-August 2016) Phase 3:Independent teacher implementation - Student and teacher differences In a cross-over RCT design, teachers of 36 classes in 12 schools will use the content and CPD resources to independently implement all three approaches with each class. Topics/approaches/orders will be permutated across classes, with classes randomly allocated to permutations. Immediate and3-month retention of knowledge and understanding will be evaluated by pre/post-test. Outcomes will inform further refinement of approaches and resources (including impact of student/teacher differences). (1 year. Sept 2016-August 2017 Suitable for independent evaluation) Phase 4:Full-scale RCT This will compare effects of full-year implementation of games-based, test-based and conventional approaches in Year 9 science, minimising novelty effects and allowing measurement of the effects of teachers generating their own materials (for the other topics). Dependent on Phase 3 effects, a between-participants design may involve random allocation of 72 classes to 3 groups. (1 year. Sept 2017-August 2018 for independent evaluation).