“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

Research output: Chapter in Book/Report/Conference proceedingConference 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 languageEnglish (US)
Title of host publication13th International Conference of the Learning Sciences, ICLS 2018
Subtitle of host publicationRethinking Learning in the Digital Age: Making the Learning Sciences Count
EditorsJudy Kay, Rosemary Luckin
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1575-1576
Number of pages2
Volume3
Edition2018-June
ISBN (Electronic)9780990355052
ISBN (Print)9781732467224
StatePublished - 2018
Event13th 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 2018Jun 27 2018

Other

Other13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
CountryUnited Kingdom
CityLondon
Period6/23/186/27/18

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • 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).