Teachers as Informants in Participatory Design for Game-Based Learning (Poster 12)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Technology, Instruction, Cognition, and Learning (TICL) Poster Session

Abstract

The current in-situ, descriptive case study demonstrated how we involved in-service teachers as informants in designing an educational game to enhance middle school students’ computational thinking through participatory design. Data were collected from eight in-service teachers at middle schools through individual interviews, focus groups, and field notes. The study results indicated that in-service teachers made 82% of contributions to the Learning facet, followed by 14% of the Gameplay facet, at the early stage of conceptualization. Additionally, participants provided insights on intrinsically embedding content in game design processes by offering valuable and relevant pedagogical content knowledge, including knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum.

Authors

• Yanjun Pan, Southern Methodist University

• Ching-Yu Tseng, Southern Methodist University

• Hao He, Emporia State University

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Eric C. Larson, Southern Methodist University

• Corey Clark, Southern Methodist University