How Student Game Designers Design Learning into Games

Charlotte Lærke Weitze

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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
EditorsAmanda Barany, Stefan Slater, Constance Steinkuehler
Number of pages10
Volume1
Place of PublicationPittsburg, PA
PublisherCarnegie Mellon University ETC Press
Publication date2017
Edition1
Pages191-201
Chapter20
Publication statusPublished - 2017
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
SeriesGLS Conference Proceedings
Volume12
ISSN2164-6651

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learning
student
teacher
learning process
evaluation

Keywords

  • Students as learning game designers
  • Learning game design
  • Game design models
  • Constructionism
  • PBL (Problem Based Learning)
  • students as learning designers

Cite this

Weitze, C. L. (2017). How Student Game Designers Design Learning into Games. In A. Barany, S. Slater, & C. Steinkuehler (Eds.), GLS Conference Proceedings 2017 (1 ed., Vol. 1, pp. 191-201). Pittsburg, PA: Carnegie Mellon University ETC Press. GLS Conference Proceedings, Vol.. 12
Weitze, Charlotte Lærke. / How Student Game Designers Design Learning into Games. GLS Conference Proceedings 2017. editor / Amanda Barany ; Stefan Slater ; Constance Steinkuehler. Vol. 1 1. ed. Pittsburg, PA : Carnegie Mellon University ETC Press, 2017. pp. 191-201 (GLS Conference Proceedings, Vol. 12).
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Weitze, CL 2017, How Student Game Designers Design Learning into Games. in A Barany, S Slater & C Steinkuehler (eds), GLS Conference Proceedings 2017. 1 edn, vol. 1, Carnegie Mellon University ETC Press, Pittsburg, PA, GLS Conference Proceedings, vol. 12, pp. 191-201, Games Learning Society 12.0, Madison, Wisconsin, United States, 17/08/2016.

How Student Game Designers Design Learning into Games. / Weitze, Charlotte Lærke.

GLS Conference Proceedings 2017. ed. / Amanda Barany; Stefan Slater; Constance Steinkuehler. Vol. 1 1. ed. Pittsburg, PA : Carnegie Mellon University ETC Press, 2017. p. 191-201 (GLS Conference Proceedings, Vol. 12).

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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Weitze CL. How Student Game Designers Design Learning into Games. In Barany A, Slater S, Steinkuehler C, editors, GLS Conference Proceedings 2017. 1 ed. Vol. 1. Pittsburg, PA: Carnegie Mellon University ETC Press. 2017. p. 191-201. (GLS Conference Proceedings, Vol. 12).