Game-based structural debriefing

Abstract

Purpose The authors developed a pedagogical framework called the game-based structural debriefing (GBSD) to leverage the affordances of video games for teaching systems thinking. By integrating system dynamics visualization tools within a set of debriefing activities, GBSD helps teachers make systems thinking an explicit goal of the gameplay and learning when they use available educational games in the classroom. Design/methodology/approach This study uses a design-based research methodology with the goals of validating GBSD and investigating the utility of GBSD across different contexts as a design source to develop game-based curriculum. Over the course of 12 months, the authors conducted one focus group interview and three design workshops with participating teachers and master teachers. Between the workshops, the team rapidly iterated the framework, as well as curricular materials, in collaboration with the teachers. Findings The authors developed a curriculum unit that integrates systems dynamics visualization tools and a video game for middle school life science ecosystem curriculum. The unit was implemented by the three teachers who participated in the co-design. The implementations confirmed the flexibility of the unit because teachers created additional instructional materials that supplemented the GBSD protocol and addressed the unique limitations and needs of their classrooms. Originality/value GBSD builds on system dynamics, which is a distinct academic discipline and methodology, and it uses its visualization tools, which are not widely used in the systems thinking educational literature. GBSD is also unique, in that it applies these tools within the debriefing activities developed for an off-the-shelf educational game. This paper illustrates how a design framework can be used to support teachers’ thoughtful integration of games in curriculum development.

Marsh Madness: Using Video Games and a Case Study to Explore Food Webs and Ecosystem Services in Carpinteria Salt Marsh Reserve

“…As is highlighted in the game-based learning literature (11,12,20), the emotional responses to the game combined with the integration and application of content increased learning. This is because in game-based learning, students have the opportunity to immediately visualize their thinking, and adapt, building skills and transferring their ideas from level to level (20,25).…”

“…The instructor should familiarize themselves with the mechanics of the following pedagogies: think-pair-share, multiple hands multiple-voices, assigning reporters for small groups, using varied active-learning strategies, asking openended questions and actively avoiding judging responses (19), and game-based learning (10)(11)(12)20). The above citations are places instructors can visit to learn more about these and adapt them for their specific audience.…”

“…The case study described here further pushes students' systems thinking using an interactive web-based game that builds in complexity as students progress. Paired with reflections and discussion, game-based learning can engage students in system thinking in realistic contexts (9)(10)(11). This is particularly useful in an ecological context as species are not isolated but instead interact in diverse ways, creating complex biotic and abiotic systems.…”

Baluk olas (Eighteen) Sasak Scripts in the Digital Era Based on the Mobile Games

“…Game-Based Learning can stimulate three important parts of Learning: Emotional, Intellectual, and Psychomotor [21]. Game-Based Learning is one of the learning methods that is considered suitable for the conditions of the current digital generation or millennial generation for the following three reasons [22]:…”

Digital media and creative economy potential on youth employment in Kenya: a grounded theory perspective

“…In the modern economy, information- and knowledge-driven systems, such as social media, and various human capital development platforms have largely been deployed in the labor market for knowledge and skill building and for leisure and entertainment, which are crucial for socio-cultural transformation in the fourth industrial revolution (Ayentimi and Burgess, 2019). Educators, therefore, encourage young people to engage in digital games because they are associated with improved learning and thinking skills (Clark et al , 2016; Kim and Pavlov, 2019). In addition, the youth accesses the internet at a much younger age and are more likely to use various digital media platforms (UNICEF, 2017).…”