How Student Game Designers Design Learning into Games

Charlotte Lærke Weitze

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

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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 languageEnglish
Title of host publicationGLS Conference Proceedings 2017
EditorsKyrie E. H. Caldwell, Sean Syeler, Amanda Ochsner, Constance Steinkuehler
Number of pages10
PublisherCarnegie Mellon University Press
Publication date2017
Pages191-201
Chapter20
Publication statusPublished - 2017
Externally publishedYes
EventGames Learning Society 12.0 - School of Education, University of Wisconsin-Madison, Madison, Wisconsin, United States
Duration: 17 Aug 201619 Aug 2016
http://glsconference.org

Conference

ConferenceGames Learning Society 12.0
LocationSchool of Education, University of Wisconsin-Madison
CountryUnited States
CityMadison, Wisconsin
Period17/08/201619/08/2016
Internet address

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