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Title: Factors That Impact the Implementation of a Game Based Curriculum and Adaptations Teachers Design to Address Them
Authors: Lawrence, LuEttaMae
Garcia, Daniel I.
Ochoa, Karlena
Valdez, Sabrina
Begolli, Kreshnik
Bustamante, Andres S.
Ahn, June
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Lawrence, L., Garcia, D. I., Ochoa, K., Valdez, S., Begolli, K., Bustamante, A. S., & Ahn, J. (2023). Factors that impact the implementation of a game based curriculum and adaptations teachers design to address them. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 918-921). International Society of the Learning Sciences.
Abstract: Teachers play critical roles in both co-design processes and intervention studies, yet both approaches have distinct theoretical underpinnings that impact how teachers interact and what they contribute. In this paper, we analyze the co-design and implementation of an intervention called Fraction Ball (FB), a game-based curriculum that teaches fractions and decimals to elementary students. We present preliminary analysis of the contributions from teachers who participated in the co-design or intervention study. We argue participating in different aspects of the project will illuminate different factors that might affect the implementation, and lead to different adaptations to address these factors. Teachers identified nine factors as influential in the implementation of FB across four levels, including school, teacher, students, and intervention levels. The findings demonstrate that teachers contribute differently based on their role in the project and has implications for how we co-design interventions and frame teachers’ roles in the future.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2023

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