Abstract:

Research shows that the use of games in the classroom can increase pupils’ motivation, has a positive influence on pupils’ attitudes towards school, and leads to extracurricular skills such as creativity and complex cognitive skills [1], [2]. Primary school teachers in Flanders therefore share a positive attitude towards ICT and believe in its positive impact, yet their use of educational games in the classroom is rather rare [3]. 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 [4].

For this reason, we conducted a design-based research in which we developed ten good-practices using co-designsessions with teachers [5]. These good practices were complete lesson plans related to curriculum goals of primary education, integrating all didactical elements of a good lesson (not only a description of a game). The good practices were tested and revised and four general design guidelines were formulated [5].

However, our study showed that the design of learning activities including digital games is a very time consuming process. Moreover, it appeared that the presence of the researchers during the codesign sessions was of crucial importance to guide teachers in their design process. As it seems unrealistic to expect from primary school teachers to integrate this process in their daily job without the support of researchers, we developed a supporting tool called “Game.Learn.Grow”. This cardbox, which is linked with a website, guides teachers through the process of developing customized lessons with integrated games by pushing didactical information about the integration of games in the daily classroom activities and by offering good practices as examples. The first results of the evaluation of the tool seem promising and will be presented at the INTED-conference.

References:
[1] A. J. van Van Rooij, J. Jansz, en T. M. Schoenmakers, Wat weten we over... effecten van games: een beknopt overzicht van wetenschappelijk onderzoek naar de effecten van games. Zoetermeer: Kennisnet, 2010.
[2] J. Stewart e.a., The potential of digital games for empowerment and social inclusion of groups at risk of social and economic exclusion: evidence and opportunity for policy. Luxembourg: Publications Office, 2013.
[3] B. Pynoo en S. Kerckaert, “Eindrapport Monitor voor ICT-integratie in het Vlaamse Onderwijs”, Vlaams Ministerie van Onderwijs en Vorming, Brussel, 2013.
[4] “Vier in Balans Monitor 2015.”, Stichting Kennisnet, Zoetermeer, 2015.
[5] E. Vanderhoven, L. Carrillo, en E. De Latter, “Developing good practices to facilitate the integration of digital games in the classroom: a design-based research.”, gepresenteerd bij 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2018, pp. 7203–7210.

Keywords:

Games, primary education, codesign, tool.