Abstract
This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers. The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning and evaluation opportunities for the player/learner playing the game.
Original language | English |
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Title of host publication | GLS Conference Proceedings 2017 |
Editors | Kyrie E. H. Caldwell, Sean Syeler, Amanda Ochsner, Constance Steinkuehler |
Number of pages | 10 |
Publisher | Carnegie Mellon University Press |
Publication date | 2017 |
Pages | 191-201 |
Chapter | 20 |
Publication status | Published - 2017 |
Externally published | Yes |
Event | Games Learning Society 12.0 - School of Education, University of Wisconsin, Madison, United States Duration: 17 Aug 2016 → 19 Aug 2016 http://glsconference.org |
Conference
Conference | Games Learning Society 12.0 |
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Location | School of Education, University of Wisconsin |
Country/Territory | United States |
City | Madison |
Period | 17/08/2016 → 19/08/2016 |
Internet address |