Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

Publication: Research - peer-reviewArticle in proceeding

Abstract

This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial experiment with the learning design comes part of the way toward making the experience engaging and facilitating learning, but there is room for improvement and suggestions for tweaking the big Game — the gamified learning design.
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Details

This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial experiment with the learning design comes part of the way toward making the experience engaging and facilitating learning, but there is room for improvement and suggestions for tweaking the big Game — the gamified learning design.
Original languageEnglish
Title of host publicationProceedings of the 8th European Conference on Games Based Learning. Hosted by Research and Training Center for Culture and Computer Science (FKI) University of Applied Sciences HTW Berlin, Berlin, Germany, 9-10 October, 2014
EditorsCarsten Busch
Number of pages9
Volume2
Place of PublicationBerlin
PublisherAcademic Conferences and Publishing International
Publication date9 Oct 2014
Pages594-603
ApplicantVUC Storstrøm
ISBN (print)978‐1‐910309‐55‐1
ISBN (electronic)978‐1‐910309‐57‐5
StatePublished - 9 Oct 2014
Event - Berlin, Germany

Conference

ConferenceThe 8th European Conference on Games Based Learning
Nummer8
LocationResearch and Training Center for Culture and Computer Science (FKI), University of Applied Sciences HTW Berlin, Wilhelminenhofstrasse 75A, 12459 Berlin
LandGermany
ByBerlin
Periode09/10/201410/10/2014

    Keywords

  • Learning Game Design, Gamifying education in upper‐secondary class, Game Design Models, Students as Learning Designers, Design Process, Co‐design

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