Designing a Game-based Learning Course: K-12 Integration and Pedagogical Model

ID: 33051 Type: Brief Paper
  1. Aroutis Foster, Jennifer Katz-Buonincontro, and Mamta Shah, Drexel University, United States

Tuesday, March 8 5:15-5:35 PM Location: Edgewood

No presider for this session.

Abstract: While game-based learning has entered K-12 classrooms, the integration process is often not documented because of a focus on the effects of games. This paper presents results of a digital games technology integration process in a yearlong research project. The project uses four videogames in a ninth grade classroom in an urban high school setting to develop math and science skills, motivation to learn, and creative thinking. The results are taken from field notes based on meetings with teachers and administrators, observations and videos of student interactions, and memos on the research/teaching process. Several factors are highlighted as contributing to a moderate success of game integration into the high school: physical infrastructure, teacher game knowledge and support, administrator support, and classroom management. It is discussed that for complete success of game integration, administrators must support the process and teachers must play games and understand game-based pedagogy.


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