Design-based research on teacher facilitation practices for serious gaming in formal schooling

Abstract

Serious gaming has been regarded as one of the important student-centric learning approaches in the coming decade. However, there has been a lack of in-depth discussion of the teacher role in the course of serious gaming when it is adopted in formal schooling. The study discussed in this paper is a piece of two-cycle design-based research, involving three teachers respectively from top, middle and bottom academic banding schools in Hong Kong and their Grade 11 classes in two consecutive school years (197 students in total). In the context of formal curriculum learning and teaching, we (researchers) collaborated with the teachers (practitioners) to investigate (design, enact, analyse and redesign) what and how they should do in order to optimise their students' serious gaming process and advance the pedagogic effectiveness of serious gaming in different classroom settings.

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

“…Children's interests and prior knowledge must also be considered. Proposals are required in which both the technology and the facilitators encourage those taking part in the game to verbalize their thought processes so that the learning may be significant (Jong et al, 2017;Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013) and so that they can become aware of the importance of the decisions they are taking.…”

“…Games link abstract thinking with specific experiences, so allowing children to try out what they have learnt, putting their newly acquired knowledge into practice without the fear of being wrong (Paris & Winograd, 2003). In this way, games can contribute to teaching strategies and the development of teacher mediation practices (Jong, Dong, & Luk, 2017) Children with ADHD show interest in competitive sports and games and in those that involve movement, intense activity, and frequent changes, as they normally prefer quick answers and short interventions (Colombo et al, 2017). However, they can also have social skill deficits that make peer relationships difficult (Marton, Wiener, Rogers, Moore, & Tannock, 2009), leading them to reject games that entail cooperation and linguistic abilities (Young & Gudjonsson, 2006).…”

Reflections of art history instructors on an educational digital game: A narrative case study

“…Previous research shows that teachers can better understand gamebased learning when they take part in the development of learning games (Hodges et al, 2021;Li, 2012). In a study (Jong et al, 2017), teachers and researchers collaborated on designing and analyzing of serious gaming for the effectiveness of student gaming experience. Their efforts facilitated the redesign of teacher facilitation practices in game-based learning process.…”