When Game-Based Learning Technology Becomes the Users' Obstacle and Not a ‘Co-Player’

Christina Meisner Jørgensen, Md. Saifuddin Khalid, Lars Elbæk

Publikation: Kapitel i bog/rapport/konference-proceedingKonferencebidrag i proceedingsForskningpeer review

Abstrakt

Engaging children to become physically active has become an agenda in Danish schools. So, integrating physical movement with subject-matter learning is one of the ways of addressing this agenda. Traditional quizzes have proven successful in various learning contexts when game elements are included. A light-weight box with sensor-integrated component has been designed as a physical-movement enabling leg-less and rocking stool, which can also be used as a responder of a cloud-based quiz application. Thereby, instead of a clicker, the stool is shaken and rotated to answer the questions and to engage in gamified learning activities. The hardware component senses the orientation of the stool and sends a signal to the computer. The artefact is also designed for enabling movement (that is, analogue) with the artefact irrespective of the digitally enhanced learning activity. The goal of this empirical study is to investigate the classroom experience of the interactive furniture in three Danish elementary schools, focusing on contributing to game-based learning and movement in the classrooms. Data collection and analysis involved method triangulation and thematic analysis of 22 observations, nine group-based post-teaching students’ reflections and 19 teachers’ logbook reflection. The findings indicate that the artefact (i.e. analogue) influence the students’ learning due to built-in problem-solving, encouraging, and engaging activities in the use of the furniture. The artefact with the digital (game) component, did not function desirably due to two main reasons. Firstly, creating gamified learning content was not easy for teachers. Secondly, frequent occurrences of errors demotivated teachers, causing to give up. In conclusion, analogue game-based elements influenced students’ attitude towards physical activity and engage in the learning activities. When the game function desirably, it was perceived as a co-player in the learning environment. Conversely, the digital game-based learning acted as an obstacle due to its complexity and errors, which influenced the teachers substantially by causing more frustration and being more time-consuming. However, the teachers’ express positive expectations to the digital game-elements when the game-functionality is running smooth.

OriginalsprogEngelsk
TitelProceedings of the 12th European Conference on Game-Based Learning ECGBL 2018
RedaktørerMelanie Ciussi
Vol/bind12
ForlagAcademic Conferences and Publishing International
Publikationsdato4. okt. 2018
Sider396-403
Artikelnummer39
ISBN (Trykt)978-1-911218-99-9
ISBN (Elektronisk)978-1-912764-00-6
StatusUdgivet - 4. okt. 2018
Begivenhed12th European Conference on Games Based Learning - SKEMA Business School Sophia Antipolis, Sophia Antipolis, Frankrig
Varighed: 4. okt. 20185. okt. 2018
Konferencens nummer: 12
https://www.academic-conferences.org/conferences/ecgbl/

Konference

Konference12th European Conference on Games Based Learning
Nummer12
LokationSKEMA Business School Sophia Antipolis
LandFrankrig
BySophia Antipolis
Periode04/10/201805/10/2018
Internetadresse

Emneord

  • game-based learning
  • designs for human movement
  • multifunctional furniture
  • elementary school
  • educational technology
  • physical activity

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