The role of interest-driven participatory game design: considering design literacy within a technology classroom

Rahimi, Farzan Baradaran; Kim, Beaumie

doi:10.1007/s10798-018-9451-6

Cited by 19 publications

(14 citation statements)

References 23 publications

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“…I denne artikkelen er narrativene skrevet frem på norsk og det fjerde kriteriet er tatt bort. Søket i juni 2020 gir treff på 17 artikler med design literacy/ies som del av tittelen (Brodshaug & Reitan, 2019;Braenne, 2018;Christensen et al, 2016Christensen et al, , 2018De Eyto, 2014;Formosa & Kroeter, 2002;Green, 2014;Lerner, 2018;Lutnaes, 2019a;Maus, 2019aMaus, , 2019bMelles & Paixao-Barradas, 2019;Nielsen & Braenne, 2013;Pacione, 2010;Poggenpohl, 2008;Rahimi & Kim, 2019;Simpson & Bhamjee, 2019). Av disse er det sju artikler som imøtekommer utvalgskriteriene 2 og 3.…”

Section: En Litteraturstudie Av Design Literacy -Narrativ I En Akademisk Diskursunclassified

Kritisk design literacy i grunnskolen

Lutnæs

2021

FormAkademisk

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Menneskene har med sine kreative krefter erstattet natur med kultur i et slikt omfang at en ny geologisk epoke er foreslått, antropocen. Design som disiplin bærer i seg en transformativ agenda – alltid på vei mot noe nytt. Vil utvikling av grunnskoleelevenes designkompetanse bare øke belastningen på naturen? Her er det avgjørende hvilke roller elevene tilbys gjennom utdanning, samt hvordan design forstås og praktiseres. I denne litteraturstudien settes omstilling mot et mer bærekraftig samfunn som premiss når akademiske tekster granskes. Fire narrativ peker seg ut og danner utgangspunkt for en definisjon der målet for designkompetanse på grunnskolenivå er den kritiske og skapende borger som kan nærme seg problemer som komplekse, fremme endring gjennom egne designprosesser og møte designløsninger med spørsmål om hvordan de støtter opp under bærekraftige praksiser.

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Section: En Litteraturstudie Av Design Literacy -Narrativ I En Akademisk Diskursunclassified

Kritisk design literacy i grunnskolen

Lutnæs

2021

FormAkademisk

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“…For example, a learner may see an idea in a single way but when this idea is shared with teammates, the learner may see it from different perspectives through the feedbacks received from teammates. Participatory game (re)design projects may encourage a variety of new approaches (Baradaran Rahimi & Kim, 2019;Jenkins, 2009;Resnick, 2007). To exemplify, experimenting with tile shape, finding new ways of combining tiles, and tinkering or refining solutions to accommodate changes in the game system in a matching tabletop game can motivate actions and get learners to actively learn systems thinking (Baradaran Rahimi et al, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…For instance, redesigning a game in a mathematics classroom may promote and pave the way for exploring complex topics in math like division, combination, and topology 1 . Moreover, the social interactions within and between the teams can promote learning in terms of giving and receiving feedback as well as group decision making (Baradaran Rahimi & Kim, 2019;Zimmerman, 2009). The main problem that learners solve in redesigning a game is that they introduce a change to the game system of an existing game (initial state) and accommodate these changes within a new game system (new state) through design and playtesting (Baradaran Rahimi et al, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Learning Through Redesigning a Game in the STEM Classroom

Rahimi

Kim

2021

Simulation & Gaming

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Background Play is an important part of the childhood. The learning potential of playing and creating non-digital games, like tabletop games, however, has not been fully explored. Aim The study discussed in this paper identified a range of activities through which learners redesigned a mathematics-oriented tabletop game to develop their ideas and competencies in an integrated STEM (science, technology, engineering, and mathematics) class. Method Third and fourth graders worked as teams to make changes on Triominos over a period of six weeks. Considering what could be changed from the original game, each group provided a different design for Triominos to accommodate the changes introduced. We gathered data through weekly observations of two classes (about 45 learners, ranging from age eight to ten) in a west-Canada school. In this paper, we present the works of three groups of three teammates. Results We found that any change made by learners not only influenced mechanics, dynamics, and aesthetics of the game but also helped engage learners, encourage unconventional ideas, promote learning, and solve problems. Based on our findings, we suggest redesigning games facilitated learners deepen their understanding of mathematical concepts as part of a designed game system in STEM classes.

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“…Mahasiswa tersebut belum mampu menggunakan instruksi buku panduan. Hal ini disebabkan karena mahasiswa tersebut memiliki latar belakang pengetahuan yang masih kurang terkait penggunaan teknologi dalam pembelajaran (Baradaran & Beaumie, 2018). Pada dasarnya, mahasiswa belum paham esensi dasar penggunaan online formative assessment sebagai latihan dalam memperkuat kompetensi mereka selain pedagogik dan pengetahuan fisika.…”

Section: Implementasiunclassified

Analisis Kemampuan Literasi Teknologi Calon Guru Fisika Melalui Online Formative Assessment

Nikat

2020

quant. j. inov. pendidik. Sains

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Literasi teknologi merupakan salah satu kemampuan mahasiswa terutama sebagai calon guru sesuai dengan tuntutan program merdeka belajar. Peranan Literasi Teknologi tidak hanya terbatas pada kemampuan mahasiswa menggunakan teknologi, namun bagaimana mahasiswa mengorganisir pengetahuan mereka dalam menangkap informasi dari teknologi, mengembangkan konten konten kreatif menggunakan teknologi dalam satu kesatuan sistem pembelajaran. Salah satu bentuk pengembangannya adalah online formative assessment. Tujuan penelitian ini adalah ingin mengetahui gambaran kemampuan literasi teknologi mahasiswa calon guru fisika melalui online formative assessment. Literasi teknologi dapat diukur melalui indikator kebiasaan, kompetensi pengguna, praksis dan efek bagi pengguna. Metode penelitian yang digunakan adalah metode kuantitatif dan kualitatif deskriptif. Instrumen penelitian menggunakan worksheet mahasiswa, panduan observasi serta wawancara dengan melibatkan 17 orang mahasiswa jurusan pendidikan fisika Universitas Musamus Merauke. Teknik analisis data menggunakan statistik deskriptif dan diinterpretasikan bersama hasil wawancara dan observasi. Hasil penelitian menunjukkan bahwa literasi teknologi mahasiswa melalui online formative assesment cenderung memiliki kesamaan antara satu sama lain dan meningkat pada setiap pertemuan. Indikasi tersebut menggambarkan bahwa dalam perkuliahan perlu dilatihkan konsep pembelajaran berbasis teknologi. Ada beberapa faktor yang menentukan literasi teknologi adalah kemampuan, latihan dan motivasi.

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The role of interest-driven participatory game design: considering design literacy within a technology classroom

Cited by 19 publications

References 23 publications

Kritisk design literacy i grunnskolen

Kritisk design literacy i grunnskolen

Learning Through Redesigning a Game in the STEM Classroom

Analisis Kemampuan Literasi Teknologi Calon Guru Fisika Melalui Online Formative Assessment

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