Abstract:

Although primary school teachers in Flanders share a positive attitude towards ICT and believe in its positive impact on pupils’ motivation, their use of educational games is rather rare (Pynoo & Kerckaert, 2013, Kennisnet, 2015). Research shows that teachers lack pedagogical-didactical knowledge and support, which is necessary for the effective and efficient use of educational games in the classroom (Pynoo & Kerckaert, 2013; Goeman e.a., 2016). Teachers find it hard to select good educational games, and to find out how they can integrate these games in learning activities in the classroom to optimize learning for all pupils (Kennisnet, 2015;).

Therefore, our research focuses on clarifying how to integrate digital games in the classroom. As teachers explicitly need guidelines about this integration, our research does not focus on the development of games themselves, but on the design of learning activities including these games. More specifically, we conducted a design-based research (Mckenney & Reeves,2012) in 4 primary schools in Flanders, involving 10 teachers and about 200 pupils. We first analyzed the current situation and needs of these teachers by conducting an individual intake-interview in every school. In a second phase, we conducted a co-design session for every separate class, in which we designed learning activities including digital games, together with the teachers and (ICT-)management. Based on the results of the intake-interview, one of the following starting points was taken for the co-design of good practices:
1) a narrowly defined subject that teachers preferred to teach (e.g., clock reading)
2) a broad learning goal (e.g., language learning) or
3) a specific game (e.g, minecraft education).

In a third phase, we carried out and evaluated these designed learning activities in the teachers’ own, real-life classrooms. Based on these evaluations, the process of co-design, realisation and evaluation were repeated iteratively to improve the learning activities.

First results of this study already led to 25 good practices, that is concrete lesson plans related to curriculum goals of primary education. In addition, based on ongoing analysis, we will formulate design guidelines for future development of learning activities including digital games. Finally, our study also shows that the development of learning activities including digital games is a very time consuming process. It seems unrealistic to expect from primary school teachers to integrate this process in their daily job description. The supply of educational games is large and volatile. Scanning all these games is lengthy procedure, obviously leading to a lot of resistance with teachers. Therefore, we suggest that online databases that are now offering only (educational) games should also include information about the integration of these games in the daily classroom activities of primary school teachers.

References:
[1] Goeman, K., Elen, J., Pynoo, B., & van Braak, J. (2016). Time for action! ICT integration in formal education: Key findings from a region-wide follow-up monitor. TECHTRENDS, 59(5), 40–50.
[2] Kennisnet (2015). Vier in Balans Monitor 2015. Zoetermeer: Stichting Kennisnet.
[3] McKenney, S. & Reeves, T.C. (2012). Conducting educational design research. London: Routledge.
[4] Pynoo, B. & Kerckaert, S. (2013) Eindrapport Monitor voor ICT-integratie in het Vlaamse Onderwijs 2012. Vlaams Ministerie van Onderwijs en Vorming

Keywords:

Digital games, design-based research, good practices, gamification, educational games.