“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations

Christopher M. Hovey; Camillia Matuk; Talia Hurwich

“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations

Christopher M. Hovey, Camillia Matuk, Talia Hurwich

Administration, Leadership & Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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)
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
Country/Territory	United Kingdom
City	London
Period	6/23/18 → 6/27/18

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Hovey, C. M., Matuk, C., & Hurwich, T. (2018). “If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. In J. Kay, & R. Luckin (Eds.), 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count (2018-June ed., Vol. 3, pp. 1575-1576). International Society of the Learning Sciences (ISLS).

“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. / Hovey, Christopher M.; Matuk, Camillia; Hurwich, Talia.
13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. ed. / Judy Kay; Rosemary Luckin. Vol. 3 2018-June. ed. International Society of the Learning Sciences (ISLS), 2018. p. 1575-1576.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Hovey, CM, Matuk, C & Hurwich, T 2018, “If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. in J Kay & R Luckin (eds), 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. 2018-June edn, vol. 3, International Society of the Learning Sciences (ISLS), pp. 1575-1576, 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, 6/23/18.

Hovey CM, Matuk C, Hurwich T. “If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. In Kay J, Luckin R, editors, 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. 2018-June ed. Vol. 3. International Society of the Learning Sciences (ISLS). 2018. p. 1575-1576

Hovey, Christopher M. ; Matuk, Camillia ; Hurwich, Talia. / “If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count. editor / Judy Kay ; Rosemary Luckin. Vol. 3 2018-June. ed. International Society of the Learning Sciences (ISLS), 2018. pp. 1575-1576

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“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations

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