Comparing teaching approaches in two student-designed games units
Bibliographic Data
| ID | 12565301 |
|---|---|
| Authors | Mauro Henrique André (0000-0001-8830-0216, Leeds Beckett University, corresponding author), Mauro Andre (Leeds Beckett University), Peter A Hastie (0000-0002-3727-6006, Auburn University) |
| Year | 2016 |
| Volume | 24 |
| Issue | 2 |
| Pages | 225-239 |
| Publication date | 2016-12-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x16681955 |
| OpenAlex | W2581493333 |
| Language | EN |
| Citations received | 3 |
| References cited | 17 |
A student-designed games (SDG) teaching unit could be described as the process in which students create, organise, practice and refine their own games within certain limits established by the teacher. This study compared how two different teaching approaches had an impact on students and their teacher. The researcher taught two SDG units to junior high school students. The information and communication technology (ICT) teaching approach provided students with the opportunity to design their games online beyond class time. The non-technological (NT) teaching approach provided a more traditional approach, having students designing their games with face-to-face interactions. Using a case study methodology, four different data collection methods were used: field note observations, Edmodo posts, interviews, and lesson plans. Both teaching approaches presented positive and challenging outcomes, with key differences being found. For teachers, these were: (i) introducing students to new culture; (ii) providing resources to support game design; (iii) teacher direction of student work; and (iv) the degree of linearity in students’ work. For students, the main differences were: (i) students’ overall engagement; (ii) intra-group and inter-group interactions; and (iii) the quality of playbooks. The ICT teaching approach was considered a more difficult teaching methodology that required more experience with SDG, constructivism, and ICT. Nevertheless, the ICT teaching approach also provided more equity among students as they were given more opportunity to share their ideas in online discussions. Future research may consider a hybrid model that focuses on the major benefits that can be derived from each teaching approach
Class (philosophy · Constructivism (international relations · Information and Communications Technology · Mathematics education · Pedagogy · Teaching method · Computer Science · Education and Digital Technologies · Education and Technology Integration · Educational Games and Gamification · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |