Student-designed games in secondary education. Effects and perspectives from students and teachers
Bibliographic Data
| ID | 21348386 |
|---|---|
| Authors | Javier Fernandez-Rio (0000-0002-1368-3723, Universidad de Oviedo, corresponding author), Pablo Morales-Sallés (Universidad de Oviedo) |
| Year | 2020 |
| Volume | 113 |
| Issue | 3 |
| Pages | 204-212 |
| Publication date | 2020-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2020.1778614 |
| OpenAlex | W3035872810 |
| Language | EN |
| References cited | 43 |
The goal was to gain a deeper understanding of the extended use of student-designed games. 207 students (grades: eight, nine, eleven) from one school participated. They were randomly divided in Experimental (student-designed games) and Equivalent group (traditional instruction). Both experienced the same learning units (two, 12 sessions) over the same time (six weeks). The study followed a pretest, post-test, quantitative-qualitative research design. Data was obtained through questionnaire, diary and open-ended question. Quantitative results showed statistically significant differences at post-test in Autonomy and Important role favoring the Experimental group. Students’ qualitative data produced positive: student empowerment, innovation, fun and learning, and negative themes: lack of flow, boring and no democracy. From the teacher’s diary also emerged positive: student empowerment and increased participation and negative themes: lack of flow. Student-designed games can empower students, increasing their autonomy and important role, but they also have limitations
Mathematics education · Pedagogy · Secondary education · Educational Games and Gamification · Motivation and Self-Concept in Sports · Online and Blended Learning · Psychology
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| Highly cited | No |
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