Designing educational software with students through collaborative design games: The We!Design&amp;Play framework

Triantafyllakos, George; Palaigeorgiou, George; Tsoukalas, I.A.

doi:10.1016/j.compedu.2010.08.002

Cited by 60 publications

(33 citation statements)

References 30 publications

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“…Previous studies in the field of participatory design, and more specifically of child‐computer interaction, have focused on game design with students of this age (Read & Markopoulos, ). Their scope focused on the role of children in the design of such complex systems (Yip et al ., ), the facilitation of cross‐generational teams (Triantafyllakos, Palaigeorgiou, & Tsoukalas, ) and the evaluation of the process as a design and cognitive performance (Fitton & Read, ).…”

Section: Introductionmentioning

confidence: 99%

Connecting game design with problem posing skills in early childhood

Kalmpourtzis¹

2018

Brit J Educational Tech

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This paper presents a teaching experiment with preschoolers, considering games as means for presenting problem‐based situations and focusing on the development of game design in connection to problem posing skills. The study was conducted in a focus group of eighteen 5–6‐year‐old students who participated in game design sessions, compared to a control group of students of the same age, who did not participate in any game design interventions. An experimental design research methodology was applied, where their skills, both in game design and in problem posing, were examined by a pretest and posttest. The findings suggest that the development of game design skills with the support of appropriate organized teaching interventions can also have a positive impact on the development of problem posing skills.

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Section: Introductionmentioning

confidence: 99%

Connecting game design with problem posing skills in early childhood

Kalmpourtzis¹

2018

Brit J Educational Tech

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“…Using digital games in learning processes is gaining popularity for its appeal to the young generations, and some researchers argue that having students themselves developing the games is even more engaging than when they just play them [Lim 2008]. There are indications of enhanced academic achievement and critical thinking [Yang and Chang 2013], development of logical thinking and problem-solving competencies [Vos et al 2011]; student empowerment [Triantafyllakos et al 2011]; and motivation and engagement [Robertson and Howells 2008;Von et al 2011], in such activities. However, particularly regarding the scope of this article, analysis of engagement is mostly superficial and subject to the novelty effect bias.…”

Section: Engagement In Educational Processesmentioning

confidence: 99%

"Today Is So Cool Nobody Wants to Leave": What Makes Teenagers Engaged in Developing Educational Games at School?

Morais

Pontual

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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“…Therefore, they became more capable of making decision and analysis during business running [5]. Students' Competition Simulation Platform has advanced design idea.…”

Section: The Feature Of Platformmentioning

confidence: 99%