Accountable game designs for classroom learning

Charoenying, Timothy

doi:10.1145/1463689.1463703

Cited by 6 publications

(7 citation statements)

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“…While a lot of studies on designing classroom technologies focus on facilitating learning activities (e.g., Bodén et al 2013;Charoenying 2008;da Silva et al 2011;Sylla 2013;Zhang et al 2010), only few research explorations also concern designing interactions which demand limited attentional resources from users (the teacher or the students). These works are known in the areas of ambient displaysdisplays designed to present information without requiring focused attention of users (Pousman and Stasko 2006) -, tangible user interfaces -interfaces provide users tangible representations of digital data to interact with (Shaer 2009) -and peripheral interaction (Bakker et al 2014).…”

Section: Related Work 21 Classroom Technologiesmentioning

confidence: 99%

Understanding teachers’ routines to inform classroom technology design

Bakker

Eggen

2016

Educ Inf Technol

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Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction to take place both in the center and periphery of users' attention and naturally shift between the two. We believe that classroom technologies employing the principles of peripheral interaction can reduce attentional resources required for teachers to interact with the technologies, and thus make technologies seamlessly blend into teachers' routines. In order to design such technologies, a thorough understanding of users' existing routines is crucial. In this paper, we present a qualitative study on everyday routines of seven Dutch secondary school teachers using contextmapping methodology. The results of two qualitative content analyses reveal an overview of teachers' routine tasks in their classrooms, as well as rich and vivid contextual information about how teachers allocated their attention in their routines and how teachers experience their routines. Based on these findings, we present opportunities and considerations that may inform the design and development of classroom technologies which are to become part of teachers' routines.

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Section: Related Work 21 Classroom Technologiesmentioning

confidence: 99%

Understanding teachers’ routines to inform classroom technology design

Bakker

Eggen

2016

Educ Inf Technol

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“…Consequentially, it is important to consider precisely how the characteristics and dynamics that are structured into a learning activity such as a game, influence student attitudes, dispositions, and learning (Charoenying, 2008). Given that games-as simple as tic-tac-toe, or as complex as a massive, multiplayer computer world-are constructed artifacts, these are ultimately issues of design, and I would like to submit that a gap exists in our understanding of how to best design and utilize games for classroom contexts.…”

Section: The Gap Between Game-play and Classroom Instructionmentioning

confidence: 99%

“…On the other hand, poorly designed or improperly utilized games may have a deleterious effect on student affect, esteem, or interest in an academic subject (see Bandura, 1986;Bragg, 2007;Charoenying, 2008). Furthermore, if students fail to learn "academic content" from a game design, it is difficult from the perspective of a classroom educator to justify its use.…”

Section: Guarded Potential Of Gamesmentioning

confidence: 99%

“…A further symptom of this undertheorization is that many game designs fail to consider the diverse needs of a spectrum of students that can include at-risk populations as well as individuals with special needs or learning styles. Clearly, it is self-defeating if a game (or any other specially designed intervention for that matter) intended to motivate students to engage with academic content, were to: a) fail to effectively convey academic content to students; or b) discourage them from participating in a learning activity entirely (Charoenying, 2008; see also Barron, 2003).…”

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confidence: 99%

“…The purpose of this review will be to develop a theoretical rationale for the design of what I refer to as accountable games-playful learning activities that take into consideration both the learning requirements and goals of the educator; and the social, cognitive, and developmental needs of the learner (Charoenying, 2008). By accountable, I take to mean an obligation and responsibility to honor the content and standards that educators and administrators alike are beholden to, as well as to respect the individual aptitudes and experiences of the students themselves.…”

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confidence: 99%

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Accountable Game Design: Structuring the Dynamics of Student Learning Interactions

Charoenying

2010

Journal of Educational Computing Research

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Game-based classroom activity is intended to leverage students' interest and motivation to play, and to provide safe contexts for supporting students' academic learning. However, a basic criticism of many games currently used in classroom settings is that they can fail to meaningfully embody academic content. A more subtle concern is that cognitive and social dynamics emerging from the structuring and enactment of poorly designed games may compromise students' affective disposition and, so, undermine their learning opportunities. Using the case of classroom games designed for mathematical learning, I propose to examine how certain structural dynamics of a learning activity such as the rules and protocol for interaction, choice of media, or criteria for success may influence student interest, engagement, and eventual learning outcomes. This theoretical article reviews cognitive, developmental, and game-related literature in order to develop a rationale for accountable design-an approach that considers how these dynamics may be coordinated to support both the instructional objectives of educators, as well as the individual social and developmental needs of students. BACKGROUND AND OBJECTIVES A general strategy for supporting classroom learning has been to design/organize play-based activities such as games (Dewey, 1928; National Council of Teachers 135

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A Review of Cultural Impact on Children’s Play Perception and Digital Games

Giri

2024

Lecture Notes in Computer Science

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Accountable game designs for classroom learning

Cited by 6 publications

References 6 publications

Understanding teachers’ routines to inform classroom technology design

Understanding teachers’ routines to inform classroom technology design

Accountable Game Design: Structuring the Dynamics of Student Learning Interactions

A Review of Cultural Impact on Children’s Play Perception and Digital Games

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