Game On, Reflection On

Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

Datos Bibliográficos

ID22048909
AutoresGeraldine Baßeng (University of Cologne, autor de correspondencia), Alexandra Budke (0000-0003-1063-8991, University of Cologne)
Año2024
Volumen14
Número3
Páginas316
Fecha de publicación2024-03-16
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14030316
OpenAlexW4392897060
IdiomaEN
Citas recibidas4
Referencias citadas36

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions

Mathematics education · Pedagogy · Sociology · Computer Science · Educational Games and Gamification · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education