Fifth-graders’ social interactions in a student-designed games unit

Vidoni, Carla; André, Mauro Henrique

doi:10.1080/03004430.2017.1360875

Cited by 5 publications

(3 citation statements)

References 25 publications

(35 reference statements)

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“…Butler calls attention to the creation of rules for consensus building, group decisionmaking process, majority rules voting and inclusion. Hence, although SDG have been claimed as a powerful tool to promote teamwork and cooperation (Almond, 1983;Hastie, 2010), Vidoni and André (2016) have reported that although most students are able to create a positive learning environment, a lack of teacher orientation in the group organization can lead to students' exclusion and off-task behaviours.…”

Section: Students' Engagementmentioning

confidence: 99%

Comparing teaching approaches in two student-designed games units

André

Hastie

2016

European Physical Education Review

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Comparing teaching approaches in two student-designed games units 1 Comparing teaching approaches in two student-designed games unitsStudent-designed games have been referred to in many different ways in the literature, including games making (Almond, 1983;Cox and Ledingham, 1988), child-designed games (Rovegno and Bandhauer, 1994), games invention (Curtner-Smith, 1996), and inventing games (Butler and Hopper, 2011). Although there may be slight discriminations between each of these terms, they are all part of the same subject matter. According to Hastie (2010), a student-designed games (SDG) teaching unit could be described as the process in which students create and practice their own games, and in which the teacher as facilitator is able to guide and establish certain limits.The concept of SDG emerged in the late 1960s for the first time in the physical education (PE) literature when Mauldon and Redfern (1969) introduced the idea that children were experts in game playing and therefore, they should have more liberty to create their own games.The literature on SDG can be separated into three periods. The Characterisation period (1980s and 1990s) was represented by papers that identified potential educational outcomes and methodologies appropriate for teaching SDG. Although this should be considered an important period forComparing teaching approaches in two student-designed games units 2 delimiting the understanding of SDG, none of these discussion papers presented any data that would serve to support their claims. Important educational values were considered, such as the ability to teach students to 'find out for themselves' why rules were so important in a game (Almond, 1983) and critical thinking in PE (Rovengno, Skonie, Charpenel, and Sieving, 1995). With respect to teaching methodologies, Smith (1991) The Teaching and Learning period (2010-present) focused on diversifying different teaching methodologies and students learning outcomes, thereby blending the previous periods. That is, this period was concerned with considering the efficacy of SDG in promoting different learning outcomes and considering different teaching methodologies to enhance students' experience (see Casey, Hastie and Rovegno, 2011). While introducing new methodologies, specific issues of SDG teaching were addressed. For instance, one major concern with respect to teaching SDG is ensuring that all students are involved in the creative process of game design. presented the jigsaw classroom method in which each student is responsible for designing a specific part of the game. Having the same concern, Giménez (2011) posed the concept of giving different roles to each student involved in the SDG process, similar to what is presented in the Sport Education model (Siedentop, Hastie and der Mars, 2011). Most recently, Butler (2013Butler ( , 2016 Comparing teaching approaches in two student-designed games units 4 also presented a teaching methodology involving ten stages designed to promote the learning of democracy within game design. Butler...

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Section: Students' Engagementmentioning

confidence: 99%

Comparing teaching approaches in two student-designed games units

André

Hastie

2016

European Physical Education Review

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“…For example, creating new characters (e.g., Navarrete, 2013;Schanzer, Kirshnamurthi & Fisler, 2018) or game worlds (e.g., Kangas, 2010) based on the learning concepts they chose to integrate into the game. As well, game co-creation calls upon students' critical thinking and problem-solving skills, as they must choose, among all the ideas shared by the group, those that work the best for their game (Vidoni & André, 2017). Finally, by creating a learning game with their peers, students develop social skills important for any collaborative creative process, such as openness to new and different ideas (Fernandez-Rio & Morales-Salles, 2020), negotiation, and leadership (Vidoni & André, 2017).…”

Section: Co-creation Of Learning Gamesmentioning

confidence: 99%

“…Regarding engagement, game co-creation seems to foster different factors that support student engagement. For example, the literature suggests that students appreciate game co-creation activities, as they often represent a positive experience (i.e., fun, amusing, interesting) for them (Fernandez-Rio & Morales-Salles, 2020;Schanzer, Krishnamurthi & Fisler, 2018;Vidoni & André, 2017). Moreover, co-creating games enable the acquisition of "extra" knowledge perceived as valuable by the students (Reynolds & Harel Caperton, 2011).…”

Section: Co-creation Of Learning Gamesmentioning

confidence: 99%

Pedagogical Foundation to Promote Students’ Engagement and Creativity While Co-creating a Music Learning Game

Jimenez

Dubé

2022

ECGBL

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Learning-game co-creation is a pedagogical activity where learners draw on their knowledge of a specific topic to collaboratively create a learning game that peers can later use to gain a new understanding of a topic (Kafai & Burke, 2015; Kangas, 2010). Indeed, this approach offers important learning opportunities, as students call upon their acquired knowledge to create the different components of their game (e.g., rules, objective, dynamics, elements), all while also calling upon their creativity and encouraging their engagement with the activity. Studies exploring game creation as a learning activity have allowed us to identify and understand the common phases of this process. However, it is less clear to determine which are pedagogical principles the teacher should consider when implementing this approach into their own “teaching reality.” In this paper, we present a pedagogical experience based on co-creating a music learning game with seven young musicians (age: 10–14). More specifically, our paper presents the educational, operational, and conceptual models that enabled us to establish a robust pedagogical foundation upon which we built this learning activity that, to our knowledge, had never been explored in our field (music education). Therefore, we will explain how we used each model to a) structure the set of activities that enabled the participants to create their own music learning game, b) guide the researcher’s pedagogy act to co-create a music learning game with the students, and c) understand the participants’ creative response towards this learning activity.

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Student-designed games in secondary education. Effects and perspectives from students and teachers

Fernández-Río

Morales-Sallés

2020

The Journal of Educational Research

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Fifth-graders’ social interactions in a student-designed games unit

Cited by 5 publications

References 25 publications

Comparing teaching approaches in two student-designed games units

Comparing teaching approaches in two student-designed games units

Pedagogical Foundation to Promote Students’ Engagement and Creativity While Co-creating a Music Learning Game

Student-designed games in secondary education. Effects and perspectives from students and teachers

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