STUDENTS’ CONTRIBUTION TO DEVELOPMENT OF A DIGITAL GAME FOR LEARNING SIMPLE ELECTRIC CIRCUIT

The purpose of this study was to explore contribution of students to development of a digital game for learning simple electric circuit in a funny way. Qualitative research methodology was used in the study. The game was aimed for 4th grade students to gain the following expected student outcomes: Recognize elements of a simple electric circuit, construct a circuit, know that electric buttons in home and school are elements of a simple circuit, make inference that there are cables inside the walls between electric buttons and bulbs. Unity 3D software was utilized to develop the game. First of all, scenario, tasks, and activities, which are compatible with the expected student outcomes, were determined by the researchers. The scenario includes a character need to arrive at the end of a dark tunnel that is damaged because of an earthquake. In order to go ahead, the character needs to illuminate the environment through turning on different light sources or construct some damaged electric circuits. Two-round pilot study was implemented to get students’ contribution to the game. In the first round, six students with low, medium, and high achievers played the game with groups. After taking students’ feedback and making necessary refinements, second round was implemented individually with three new students of low, medium, and high achievers. The data were collected through student interviews and observations. Students were interviewed during they were playing the game and after the game in order to explore their thoughts about the game. Moreover, students were observed during they were playing the game in order to see if there were failing situations. The data indicated that students suggested discarding some tasks or activities such as removing furniture in the tunnel. In addition, students suggested adding new mysterious and somehow complex tasks such as using a maze instead of a straight road in the tunnel. Moreover, observations revealed that there were needs to insert new guidelines and sound effects, to make refinements for some tasks and activities, and to enhance visibility of some objects. Besides it was observed that students who played the game with group work were more successful in completing the tasks than the students who played the game individually. Based on the findings it can be argued that students play important role during the development phase of a digital game in terms of enriching the game and ensuring it appropriate to students’ level.