Using Cultural-Historical Activity Theory to design and evaluate an educational game in science education

Lazarou, Demetris

doi:10.1111/j.1365-2729.2011.00410.x

Cited by 19 publications

(10 citation statements)

References 17 publications

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“…According to previous research, activity theory has been widely used as a design framework to specify the computer‐supported collaborative learning activities (Collis & Margaryan, ; Zurita & Nussbaum, ). It has also been widely applied in the fields of human–computer interactions (Carvalho et al , ; Lazarou, ), mobile learning (Rambe, ; Uden, ), mathematics education (Jaworski & Potari, ), argumentation in science education (Lazarou, Sutherland, & Erduran, ), technology‐integrated educational innovation (Anthony, ; Benson, Lawler, & Whitworth, ) and so forth. These studies adopted activity theory as a design or analytical framework, involving fields ranging from macro‐level technology‐enhanced educational innovations (Anthony, ) to micro‐level classroom interactions (Rambe, ) or argumentation in class (Lazarou, Sutherland, & Erduran, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most secondlevel contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Zheng¹,

Kim²,

Lai³

et al. 2019

Brit J Educational Tech

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show abstract

“…Unfortunately, some games contain violence which could affect children's behavior [26]. Lazarou [27] suggested the following steps in developing educational game: 1) identification of relevan activity system, 2) identification of motives, needs and expectations, 3) determination of game elements, and 4) development of the game.…”

Section: Discussionmentioning

confidence: 99%

Alphabetical Dice Row: Exploration and Evaluation Tool of Student’s Vocabulary Mastery

Purnanto¹,

Nugroho²,

Shalikhah³

et al. 2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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Nowadays, developing educational games is a challenge to the educators due to the massive modern and non-educational games. This research was aimed to evaluate the value of "Alphabetical Dice Row" as an exploration tool of students' vocabulary mastery, to carry out a trial of the game implementation to the students and to evaluate the performance of students on the gameplay. The research was carried out with research and development design. The prototype of the game was valuated by expert and game trial was carried out to the elementary school's students. Expert valuation of the game showed that the "Alphabetical Dice Row" is an excelent game, but still lack in materials, looks and attractiveness aspects. The result of the game trial in the other side showed several difficulties of the students in playing the game. Some limitations such as dice design and limitation of letter were suggested as the major problem in the game application. Therefore, further improvements are required in order to maintain the "fun" and "attractive" aspect of the game. However, the game is currently applicable effectively as the evaluating tool of students' vocabulary mastery.

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“…Desta forma o analista pode entender a linha de raciocínio que é seguida pelo usuário em um caso de aprendizagem convencional. Já na metodologia de [Lazarou 2011], o Think-Aloud é utilizado em etapas de avaliação de usabilidade, onde se observa o jogador interagindo com uma versão do JS desenvolvido.…”

Section: Figura 2 Relação Entre Quantidade De Metodologias E Suporteunclassified

“…Atividades de observação do jogador são explícitas na etapa de análise por alguns autores [Eagle e Barnes 2012, Rankin et al 2008, porém apenas [Lazarou 2011], que criou uma metodologia chamada Eight Phase Methodology (EPM), aborda o jogador cara-a-cara nesta etapa, através de entrevistas. A EPM, portanto, pode ser vista como um ponto de partida para a reformulação de uma ou mais metodologias para alcançar o equilíbrio visado por [Franzwa;Tang e Johnson, 2013].…”

Section: Congresso Brasileiro De Informática Na Educação (Cbie 20unclassified

Mapeamento sistemático de metodologias de desenvolvimento centrado no usuário para jogos sérios

Oliveira¹,

Hounsell²,

Kemczinski³

2014

Anais Do XXV Simpósio Brasileiro De Informática Na Educação (SBIE 2014)

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Abstract. The development of Serious Games (SG) is an effective way to engage and educate users. SGs need to comply with the requirements of two types of users: content specialists and players. This article aims to identify which SG development methodologies support the participation of players into design and development of game elements. A systematic literature mapping was conducted to identify such methodologies and classify them regarding their life-cycle, how and when users participate. Seventeen methodologies were found, with players' involvement only at evaluation and requirements analysis activities. No methodology was found that support player's participation throughout the whole development process. Therefore, a participatory design methodology is required and seen as beneficial for games that target drug addicted users. Resumo. O desenvolvimento de Jogos Sérios (JS) é uma forma eficaz de engajar e educar usuários. JSs precisam atender os requisitos de dois tipos de usuários: conteudistas e jogadores. Este artigo busca identificar quais metodologias de desenvolvimento de JS suportam a participação de jogadoresDentre os jogos digitais destacam-se os Jogos Sérios (JS) que são aqueles cujo propósito principal não é o entretenimento mas, a educação, saúde, treinamento e etc. Nos JS existem pelo menos dois tipos de usuários a considerar: o especialista no conteúdo, aqui chamados de conteudista, que muito frequentemente é quem contrata o novo JS e; o usuário final, aqui chamado de jogador, normalmente um aprendiz. No processo de criação de JSs, pode-se ter o dependente químico envolvido em pelo menos duas formas: (a) passiva, sendo o beneficiário do resultado final do processo -o jogo -ou; (b) ativa, participando de etapas de criação do jogo. Esta metodologia pode até evoluir e se tornar uma atividade terapêutica dentro das CTs, engajando os jogadores no processo de criação deste material. Assim, espera-se que os participantes fiquem mais conscientes dos riscos de recaída que enfrentarão ao serem reinseridos na sociedade.JS trazem benefícios pedagógicos não somente através do seu uso como produto final, pois participando do processo de design e desenvolvimento de JS, alunos são motivados e estimulados em seu pensamento criativo e aprendem mais sobre o tema abordado pelo jogo [Sevilla et al. 2012, Navarrete 2013. Além disso, um dos estágios do modelo de engenharia de usabilidade proposto por [Nielsen 1993], indica a utilização de design participativo como forma de melhor adequar características de um sistema ao usuário final.Sendo assim, este artigo pretende levantar através de um mapeamento sistemático da literatura quais metodologias centradas no usuário para criação de JS foram publicadas nos últimos 10 anos, e dentre estas quais dão suporte à participação do jogador em alguma etapa do ciclo de vida do software, com o objetivo de identificar qual delas pode melhor ser aprimorada para se adequar ao projeto Reviver.Os conceitos e a prática do mapeamento sistemático estão descrito na seção 2, enquanto os resu...

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Using Cultural-Historical Activity Theory to design and evaluate an educational game in science education

Cited by 19 publications

References 17 publications

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective

Alphabetical Dice Row: Exploration and Evaluation Tool of Student’s Vocabulary Mastery

Mapeamento sistemático de metodologias de desenvolvimento centrado no usuário para jogos sérios

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