�“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations

Christopher M. Hovey, Camillia Matuk, Talia Hurwich

Research output: Contribution to journalConference article

Abstract

Game design offers many opportunities for facilitating and understanding learning. We facilitated a 5-day game design workshop for eleven grade 7 students to design educational board games about virology. Through analyses of field notes, audio recording, and design artifacts, we illustrate conceptual change of virology through two student teams’ game design iterations. Findings show how the design process facilitates conceptual change, and how games can be used as assessments of student thinking.

Original languageEnglish (US)
Pages (from-to)1575-1576
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

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Boring
Students
science
student
recording
artifact
school grade
Audio recordings
Technical presentations
learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

�“If You Add Too Much Science, It Gets Boring.” Exploring Students’ Conceptual Change Through Their Game Design Iterations. / Hovey, Christopher M.; Matuk, Camillia; Hurwich, Talia.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. 2018-June, 01.01.2018, p. 1575-1576.

Research output: Contribution to journalConference article

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