Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

Abstract

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

Education and Digital Societies for a Sustainable World

“…In the article "Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons", by Baßeng and Budke [10], the researchers explore how reflection diaries could help students develop critical thinking skills in geography lessons that used digital games. The researchers found that the diary itself played a key role: by prompting reflection, it helped students step outside of the mindset of being a player and analyze the game more critically.…”