Game Design Learning Context as an Implicit Prompt for Metacognitive Development

• In Event: Cognitivism and Classrooms in the Learning Sciences

Abstract

This design-based research study provides a new analysis of the benefits of secondary student participation in analog game development. The novel work evaluates student participation in an elective science course titled "Gamification of Biology," where students learned and applied game design skills. Student work during development was qualitatively analyzed for improved metacognitive engagement and judgement accuracy, key skills in science education (Sandi-Urena et al., 2012). Findings suggest an alignment between the game design cycle context and the three pillars of metacognition, planning, monitoring, and evaluating (Schraw and Dennison, 1994; Kapp, 2012 p.25-44). Metacognitive skill engagement and accuracy outcomes suggest participation in the game design cycle as a promising learning context.

Author

• Rebekah Snyder, University of Missouri