An Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design

Saggah, Alaa; Campion, Russell; Atkins, Anthony

doi:10.1109/aect47998.2020.9194204

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…Some interventions exposed teachers to gameplay [50,104], while others studied teacher experiences or their shifts in beliefs after implementing a digital game [105][106][107]. Another study taught teachers to identify game requirements [108], and some studies engaged teachers in game design [23,[109][110][111]. A few studies have guided teachers through the full process of choosing a digital game, planning, implementing the game as part of instruction, and then reflecting on this implementation afterwards (cf.…”

Section: Cultural Relevancementioning

confidence: 99%

I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning

Villa,

Sedlacek,

Pope

2023

Education Sciences

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Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers’ (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers’ TPACK-G, and corroboration between the surveys and interviews showed teachers’ expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers’ conceptualizations of equity and cultural relevance varied considerably.

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Section: Cultural Relevancementioning

confidence: 99%

I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning

Villa,

Sedlacek,

Pope

2023

Education Sciences

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“…Teachers recognize the importance of collaboration with game developers in turning the conceptual design into an electronic game for teaching purposes [6]. However, the form of communication between teachers and game developers was yet to be determined.…”

Section: Pedagogical Gamificationmentioning

confidence: 99%

“…The focus of this research is the Gamification design (which is shown as the second stage in Figure 1). The process of developing the framework elements and sub-elements has been documented in earlier research [4], [5] and [6]. The aim of Ped-GDD is to facilitate communication among teachers and game developers.…”

Section: Introductionmentioning

confidence: 99%

Proceedings of Fifth International Congress on Information and Communication Technology

2021

Advances in Intelligent Systems and Computing

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Current research suggests that using gamification in a pedagogical context can provide a positive learning experience to students. Integrating teachers' pedagogical input into the early stage of game design is an understudied area, and although the teachers' role is acknowledged, the way of communicating teachers' input is still undetermined. The current literature suggests the practice of using a Gamification Design Document (GDD) to illustrate a game requirements plan is a useful approach. In this paper, we discuss the development of a Pedagogical Game Design Document (Ped-GDD) using an Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design. The paper also suggests the benefits of extending the research of the Ped-GDD further to be part of an e-Government scheme in the Kingdom of Saudi Arabia (KSA) to promote resources collaboration amongst teachers in educational software tool developments.

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“…Gamification can be applied through various elements For instance, reference [5] suggests to include Empowerment of creativity & feedback and Ownership. Another study suggests progressive goals, social engagement, timing, rewards and progress presentation [9].…”

Section: Motivationmentioning

confidence: 99%

A Repository Collaboration Model to Gamify Education Using Synergistic Digital Hub

Saggah

Atkins

Campion

2020

2020 Fourth World Conference on Smart Trends in Systems, Security and Sustainability (WorldS4)

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This paper discusses the benefits of applying gamification elements to enhance pupils' motivation and engagement towards learning. During the COVID-19 lockdown there has been a drastic change in school learning paths which have led to home schooling practice. While there have been some attempts to overcome the challenges of changed learning methods, there are some opportunities for further innovation. The aim of the proposed Synergistic Digital Hub (SDH) is to connect all stakeholders and bring like-minded people to build a repository that represents the best practice to deliver learning objectives in a distance learning environment.

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An Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design

Cited by 5 publications

References 29 publications

I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning

I DiG STEM: A Teacher Professional Development on Equitable Digital Game-Based Learning

Proceedings of Fifth International Congress on Information and Communication Technology

A Repository Collaboration Model to Gamify Education Using Synergistic Digital Hub

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