Game-Based Learning in Norwegian Classrooms: Perceived Challenges and the Potential of Digital Supplementary Resources to Facilitate the Use of Games as Teaching Tools

Abstract

Before you is the master thesis on "Game-based learning in Norwegian classrooms-Perceived challenges and the potential of digital supplementary resources to facilitate the use of games as teaching tools." The thesis was written to fulfil the graduation requirements of the Master's programme Multimedia and Educational Technology at the University of Agder, Norway. The research and writing were conducted from January to June 2018. The project was undertaken based on my interest in games and my experiences as a teacher in Norwegian elementary and lower secondary education. During my work as a newly educated English teacher I tried to implement games as teaching tools in my lessons, with the aim of promoting student motivation and engagement. However, I was faced with multiple challenges. The first challenge was connected to identifying and acquiring suitable games to utilise as teaching tools connected to different learning goals. Other challenges included implementing the games in beneficial ways, the lack of equipment such as headphones and computer mice, and classroom management during game use. I also experienced differing perspectives on the potential usefulness of games from both colleagues and students, where games-digital games particularlycould be seen primarily as entertainment instead of a beneficial teaching and learning tool. As I had problems finding engaging games that I could justify using as teaching tools in classroom contexts, I decided to develop my own game. This lead to the development of the board game Words of Power, which is used as a resource in this master's project. For my project I wished to continue exploring game-based learning and gain insight into other teachers' experiences with the use of games as teaching tools. Additionally, I wished to participate in providing information and resources that can be useful in the facilitation of game-based learning in Norwegian schools, which is why the study has an added focus on the positive potential of digital supplementary resources. I would like to extend my thanks to my supervisors, Rune Andersen and Christian Simonsen, for their guidance during the project. I also wish to thank the teachers and students who participated in the research. Thank you also to my friends and my significant other who have supported me in my endeavours. Additionally, I want to thank my parents for their support of my interest in games, and for their early understanding that some games cannot be paused. I hope you enjoy the read.

Insights, challenges, and strategies of teachers in the integration of traditional Filipino games in music, arts, physical education, and health instruction

“…According to Alotaibi et al [36] screen time and the possession of electrical devices influence the lack of physical exercise among children. It can be a struggle, but there is never a competition between digital and physical games if teachers make the best of both worlds to engage children by utilizing digital sources as a supportive tool in teaching traditional games [37,38]. As such, Santos et al [11] utilized mobile gaming applications to increase the knowledge and motivation of Filipinos to play real-life traditional games.…”