Using Game Design to Teach Informatics and Society Topics in Secondary Schools

Abstract

This article discusses the use of game design as a method for interdisciplinary project-based teaching in secondary school education to convey informatics and society topics, which encompass the larger social context of computing. There is a lot of knowledge about learning games but little background on using game design as a method for project-based teaching of social issues in informatics. We present the results of an analysis of student-created games and an evaluation of a student-authored database on learning contents found in commercial off-the-shelf games. We further contextualise these findings using a group discussion with teachers. The results underline the effectiveness of project-based teaching to raise awareness for informatics and society topics. We further outline informatics and society topics that are particularly interesting to students, genre preferences, and potentially engaging game mechanics stemming from our analyses.

Voxel generation. Raising awareness for informatics and society among high-school pupils through a game-design project

“…. (p. 150) Accordingly, in our project technological literacy was also the central theme of five pupil-designed games (Kayali, Schwarz, Purgathofer, & Götzenbrucker, 2018).…”

“…Two further articles covering the research project have already been published by the project team: one reflecting on the workshops, the two project gatherings and the games trade show (Kayali, Schwarz, Götzenbrucker, & Purgathofer, 2017); a second dealing with the games database and the games created within the project by the pupils (Kayali, Schwarz, Purgathofer, & Götzenbrucker, 2018). The participating pupils attended three different Viennese schools with different characteristics: 3 1) The GRG 21 Bertha von Suttner (Schulschiff) is an "Allgemeinbildende Höhere Schule" of the type "Gymnasium."…”

“…Along with some of the big studies, our survey results show that the teenagers' relationship with security and privacy is fairly ambiguous. In the project's pupildesigned games, security, privacy, and surveillance (among others) were common central themes (Kayali et al, 2018). However, although teenagers tend to present themselves as critical and security-aware, their actions do not always live up to their words.…”

Frame Game as Teaching Methodology in Higher Education: The Case of RElastiCity

“…The difference between using a frame game as teaching method in comparison to a game design assignment is that students are not distracted by the conceptual game design and the knowledge required for game design. Giving students a framework provides a low threshold to start the assignment and a high ceiling of challenges as all elements have to come together [8]. Working with this framework, therefore, allows them to focus their attention on learning about complex systems.…”

“…By designing games, students improved their knowledge about the concepts and had a greater enjoyment because of the involvement of creativity and group work [7]. Game design in secondary education was used to teach students about informatics and society topics [8]. Using game design did not specifically lead to an increase in level of knowledge compared to not using game design, but that game design led to a higher degree of sensitisation although it took time to learn how to design games [8].…”