Exploring Tensions in Bridging Educational Gameplay to Classroom Curriculum

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Learner and Implementation Factors in Game-Based Learning (Table 24)

Abstract

Game-based learning (GBL) occurs in the middle of dynamic interactions between students, teachers, curriculum, and game. Prior work suggests that curriculum is necessary for explicit learning goals to be met outside of the game for students. In this work, we explore how students perceived and engaged with a teacher-developed curriculum intended to support their GBL in a new science game: Wake: Tales from the Aqualab. We explore ways in which game and curriculum can interfere with one another when they are placed in an authentic classroom setting, and discuss implications for game-based learning in future implementations.

Authors

• Jennifer Scianna, University of Wisconsin - Madison

• Shari J. Metcalf, Harvard University

• David J. Gagnon, University of Wisconsin - Madison

• James Mathews, Middleton-Cross Plains Area School District