Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/743
Title: If you add too much science, it gets boring. Exploring Students’ Conceptual Change in Game Design Iterations
Authors: Hovey, Christopher M
Matuk, Camillia
Hurwich, Talia A
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Hovey, C. M., Matuk, C., & Hurwich, T. A. (2018). If you add too much science, it gets boring. Exploring Students’ Conceptual Change in Game Design Iterations. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Game design offers many opportunities for facilitating and understanding learning. We facilitated a 5-day game design workshop for eleven grade 7 students to design educational board games about virology. Through analyses of field notes, audio recording, and design artifacts, we illustrate conceptual change of virology through two student teams’ game design iterations. Findings show how the design process facilitates conceptual change, and how games can be used as assessments of student thinking.
URI: https://doi.dx.org/10.22318/cscl2018.1575
https://repository.isls.org//handle/1/743
Appears in Collections:ICLS 2018

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