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Pedagogical Integration of Digital Game-based Learning - Processes Involved
Aalborg University, Aalborg, Denmark.ORCID-id: 0000-0001-7286-0876
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.ORCID-id: 0000-0002-1147-5736
2022 (Engelska)Ingår i: Design, Learning and Innovation: 6th EAI International Conference 2021, Virtual Event, December 10-11, 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, s. 195-212Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

Aligned with the digital development in society, the use of digital game-based learning (DGBL) as a pedagogical enhancement has increased markedly in schools recently. However, due to various reasons, teachers are not always as enthusiastic to adopt the new technology in their classroom. In this paper we apply Engeströms activity system as an analytical approach to understand teachers’ considerations of opportunities, resistance or barriers and pedagogical functions of digital game-based learning as a teaching method. As related research has shown, there is a lack of research answering the question of how DGBL could be designed to structure and facilitate learning as well as of considering the classroom settings and barriers of implementing DGBL. We attempt to contribute to these problems by applying the activity system framework in the context of digital game-based learning (DGBL), in particular the interplay between resistance as an obstruction or opportunity and design of teaching activities by means of digital games. The research questions posed in the study are: 1) How do teachers evaluate the designs of digital games in relation to how they support or hinder learning? and 2) What kind of constraints do teachers identify while translating educational games? The study applies a qualitative approach and includes cases of two separate workshops with a total of twelve participating teachers and one toy- and game designer. The workshops were designed to provide a framework for preschool- and primary school teachers to evaluate challenges and potentials of DGBL. Findings show, among other things, that when a game does not offer exploration or encourage curiosity, a game’s design becomes simplistic and children lose their interest, revealing a gap between game mechanics and a game’s pedagogical relevance and usefulness. Furthermore, by starting to question the relevance of games, the teachers were able to appropriate digital educational games while assessing the game’s value in relation to a subject-specific area.

Ort, förlag, år, upplaga, sidor
Cham: Springer, 2022. s. 195-212
Serie
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X ; 435
Nyckelord [en]
Activity theory, Digital game-based learning (DGBL), Educational game apps, School teachers, Teaching method
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Identifikatorer
URN: urn:nbn:se:hh:diva-46823DOI: 10.1007/978-3-031-06675-7Scopus ID: 2-s2.0-85131918177Libris ID: jz3jq6ctg40zgp9tISBN: 978-3-031-06674-0 (tryckt)ISBN: 978-3-031-06675-7 (digital)OAI: oai:DiVA.org:hh-46823DiVA, id: diva2:1661648
Tillgänglig från: 2022-05-30 Skapad: 2022-05-30 Senast uppdaterad: 2023-06-08Bibliografiskt granskad

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Sjöberg, Jeanette

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Brooks, EvaSjöberg, Jeanette
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Akademin för lärande, humaniora och samhälle
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