Digital Game Design Tutorial for Use in the Basic School

2019 ◽  
pp. 63-88 ◽  
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

Digital Game Design Tutorial for Use in the Basic School

2022 ◽  
pp. 733-758
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

Conceptions and Instructional Strategies of Pre-Service Teachers Towards Digital Game Based Learning Integration in the Primary Education Curriculum

2018 ◽  
pp. 356-368
Author(s):  
Margarida Romero ◽  
Jean-Nicolas Proulx
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Digital Games ◽  
Learning Activity ◽  
Digital Game ◽  
Education Curriculum ◽  
Game Based Learning ◽  
Curricular Integration ◽  
The Creation ◽  
Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

Conceptions and Instructional Strategies of Pre-Service Teachers towards Digital Game based Learning Integration in the Primary Education Curriculum

2016 ◽  
Vol 7 (2) ◽  
pp. 11-22
Author(s):  
Margarida Romero ◽  
Jean-Nicolas Proulx
Keyword(s):  
Primary Education ◽  
Digital Literacy ◽  
Digital Games ◽  
Learning Activity ◽  
Digital Game ◽  
Education Curriculum ◽  
Game Based Learning ◽  
Curricular Integration ◽  
The Creation ◽  
Integration Strategies

Teachers' digital literacy is part of the 21st century professional competences and is an essential part of the decision-making process leading to integrate the use of technologies in the classroom according to the curricular needs. This article focus on the teachers' competence to integrate technologies in the classroom by analyzing their integration strategies. The teachers' curricular integration strategies are analyzed in this article by analyzing Digital Game Based Learning (DGBL) curricular integration strategies with a group of 73 pre-service primary teachers in Université Laval (Canada). The results show the pre-service teachers selected the use of existing resources instead of the creation of new ones. The majority of the selected resources were games in the are of Mathematics. The participants discussed this strategy as the easiest way to align the digital games in the primary education curriculum. The authors discuss, at the end of the paper, the limits of this strategy and the opportunities to develop alternative ways to integrate digital games in the classroom to develop the curricular objectives such game repurposing and the creation of digital games as a learning activity.

Game Design as Part of Disciplinary Curriculum on Pedagogy

2021 ◽  
pp. 1-21
Author(s):  
Guaracy Silveira
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Structural Changes ◽  
Real Life ◽  
Digital Games ◽  
Abstract Model ◽  
Digital Game ◽  
Graduate Courses ◽  
Interdisciplinary Project ◽  
And Training

Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.

scholarly journals Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch

2020 ◽  
Vol 58 (7) ◽  
pp. 1372-1411 ◽  
Author(s):  
Simon P. Rose ◽  
M. P. Jacob Habgood ◽  
Tim Jay
Keyword(s):  
Computer Science ◽  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Compulsory Education ◽  
Educational Game ◽  
Code Smells ◽  
Programming Tools ◽  
Block Based ◽  
Procedural Abstraction

The recent shift in compulsory education from ICT-focused computing curricula to informatics, digital literacy and computer science, has resulted in children being taught computing using block-based programming tools such as Scratch, with teaching that is often limited by school resources and teacher expertise. Even without these limitations, Scratch users often produce code with ‘code smells’ such as duplicate blocks and long scripts which impact how they understand and debug projects. These code smells can be removed using procedural abstraction, an important concept in computer science rarely taught to this age group. This article describes the design of a novel educational block-based programming game, Pirate Plunder, which concentrates on how procedural abstraction is introduced and reinforced. The article then reports an extended evaluation to measure the game’s efficacy with children aged 10 and 11, finding that children who played the game were then able to use procedural abstraction in Scratch. The article then uses game analytics to explore why the game was effective and gives three recommendations for educational game design based on this research: using learning trajectories and restrictive success conditions to introduce complex content, increasing learner investment through customisable avatars and suggestions for improving the evaluations of educational games.

Building Artificially Intelligent Learning Games

2011 ◽  
pp. 793-825 ◽  
Author(s):  
Richard Van Eck
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Psychology ◽  
Instructional Design ◽  
Educational Games ◽  
Digital Games ◽  
Educational Goals ◽  
Digital Game ◽  
Next Generation ◽  
Game Based Learning ◽  
Learning Games

The idea of digital game-based learning (DGBL) is gaining acceptance among researchers, game designers, educators, parents, and students alike. Building new educational games that meet educational goals without sacrificing what makes games engaging remains largely unrealized, however. If we are to build the next generation of learning games, we must recognize that while digital games might be new, the theory and technologies we need to create DGBL has been evolving in multiple disciplines for the last 30 years. This chapter will describe an approach, based on theories and technologies in education, instructional design, artificial intelligence, and cognitive psychology, that will help us build intelligent learning games (ILGs).

Finding and Evaluating Great Educational Games

2014 ◽  
pp. 83-97 ◽  
Author(s):  
Elisa Gopin
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Analysis Framework ◽  
Feedback Form ◽  
Educational Tools ◽  
Effective Learning

Digital games are increasingly being used as educational tools. They are intrinsically motivating for many students and offer a natural learning environment. However, not all games are equally effective in the classroom and there is thus a need for frameworks to guide teachers so that learning goals are aligned with a game’s goals and to determine whether or not the game design supports effective learning. This chapter offers an analysis framework that can be used by classroom teachers to understand the different ways that games can support learning and to critique specific games to determine whether or not they meet the learning requirements. The chapter includes a checklist for teachers, as well as a feedback form for students who playtest games for use in the classroom.

The Learning Games Design Model

2012 ◽  
Vol 2 (3) ◽  
pp. 87-110 ◽  
Author(s):  
Barbara Chamberlin ◽  
Jesús Trespalacios ◽  
Rachel Gallagher
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Design Model ◽  
Educational Goals ◽  
Instructional Designers ◽  
State University ◽  
Learning Games ◽  
New Mexico State University ◽  
The Creation ◽  
Game Developers

Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves’ in both content and game design, and (c) test extensively throughout development with members of the target audience. The authors describe the model, discuss the implications of this approach for the creation of effective educational games, and share case studies based on the design model in practice.

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