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Thursday, August 18 • 2:00pm - 3:00pm
LEARNING THRU MAKING GAMES

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Making Design Activities Gameful Using a Role-Playing Card Game
Kim & Gupta

This paper presents our attempt at making a master’s level course on Digital Game-Based Learning (DGBL) gameful. The students were expected to propose design concepts for educational games at the end of the course while collaborating in groups. In our effort to make the design activities gameful, we created a role-playing card game for designing DGBL, which challenged the players to use various learning and design principles. Adopting Holden and colleagues’ (2014) conceptualization of gamefulness, we observed that learners Showcaseed a lusory attitude in designing DGBL when playing this card game. In this paper, we discuss our design of the course and the role-playing card game. We also argue that engaging in such a card game supports learners’ gameful learning based on preliminary findings from using the game in the classroom.

How Student Game Designers Design Learning into Games
Weitze

This investigation examined how to support students in creating learning designs for specific learning goals into analogue and digital games as a mean of learning. The study also explored what learning trajectories emerged in the students-learning-game-designers digital games. The DBR study was developed through three iterations over two years involving teachers and students in co-design processes. Together with the teachers an overall gamified learning design supported the learning process for students by inviting them to be their own learning designers through designing digital learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. They also developed learning trajectories through the games by designing various learning and evaluation opportunities for the player/learner playing the game.

Computational Fluency as Argumentation Support in Scratch
Martin

In this paper I explore findings from an ethnography of the online Scratch community. Through the observations of the Scratch forums, I propose that computational thinking, which has been studied previously in Scratch, is used by Scratchers (i.e., people who participate on Scratch) as a way to strengthen arguments for topics about which Scratchers feel passionately. The analysis takes a social argumentation approach, which emphasizes context. The focus on context is important for a community like Scratch where the participants of the community feel strong connection and ownership over the activities and structure of community. This paper demonstrates how computational thinking can strengthen arguments, and what this does for Scratchers who use it.

Discussants
Speakers
DG

Diali Gupta

Calgary, Alberta, Canada, University of Calgary
BK

Beaumie Kim

Associate Professor, University of Calgary
Beaumie Kim is an associate professor and chair of the Learning Sciences at the Werklund School of Education. She worked previously at the Learning Sciences Group in Nanyang Technological University in Singapore, as well as NASA-sponsored Classroom of the Future program in Wheeling Jesuit University. Her research is focused on students' constructing their own understanding using gaming, modeling and visualization tools for learning. Her work is... Read More →
avatar for Crystle Martin

Crystle Martin

Researcher, University of California, Irvine
CL

Charlotte Lærke Weitze

Copenhagen, Danmark, Aalborg University


Thursday August 18, 2016 2:00pm - 3:00pm
Landmark Union South

Attendees (19)