Abstract
Game design offers many opportunities for facilitating and understanding learning. We facilitated a 5-day game design workshop for eleven grade 7 students to design educational board games about virology. Through analyses of field notes, audio recording, and design artifacts, we illustrate conceptual change of virology through two student teams’ game design iterations. Findings show how the design process facilitates conceptual change, and how games can be used as assessments of student thinking.
Original language | English (US) |
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Title of host publication | 13th International Conference of the Learning Sciences, ICLS 2018 |
Subtitle of host publication | Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
Editors | Judy Kay, Rosemary Luckin |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1575-1576 |
Number of pages | 2 |
Volume | 3 |
Edition | 2018-June |
ISBN (Electronic) | 9780990355052 |
ISBN (Print) | 9781732467224 |
State | Published - 2018 |
Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
Other
Other | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count |
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Country/Territory | United Kingdom |
City | London |
Period | 6/23/18 → 6/27/18 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education