An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing
Introduction
Constructionists argue that learners actively construct knowledge out of their experiences, especially when they are engaged in building objects (Kafai, 1995, Papert, 1980). That is, learning occurs when the learners' active exploration (i.e., artifact design and creation) makes them develop a knowledge representation of their experience or discover an inconsistency between their current knowledge representation and their experience. Attributed to social constructivism, learning usually occurs within a social context in which interactions between learners and peers will activate collaborative exploration, articulation, reflection, and hence assimilation or accommodation for improved knowledge representation (Piaget, 1957, Vygotsky, 1978). Thus collaborative design can be considered as a mindful approach to learning or a meaningful environment of knowledge construction (Langer, 1997). The previous projects on learning by design also provided empirical evidence for design-based math and science learning (Kafai, 1995, Kafai, 2006, Kolodner et al., 2003).
However, questions remain as to how design thinking and content-specific reasoning or knowledge development interact with each other during collaborative design, especially for novice designers. Therefore, this case study examined an implementation of design-based learning through educational computer games making by middle school children. In particular, it explored the presence and contexts of math learning of middle school children during the processes of collaborative design and computer-assisted game making.
Section snippets
Learning by design or making
According to the theories of problem-based learning, case-based reasoning, and situated learning (Brown et al., 1989, Kolodner, 1993, Shank, 1999), design creates contextualized and authentic learning in that design tasks can make students resort to real-life skills and domain knowledge in doing project-like work, thus making knowledge and skills acquired in such situations more transferable to future situations (de Vries, 2006). The prior research on learning by design and making suggest that
Method
This descriptive, mixed-method case study (Stake, 1995, Yin, 2008) examined the process and nature of learning by design within the contexts of computer game making and math learning. In particular, this study addressed the following research questions: (1) Did participating in computer game design and development foster positive dispositions toward mathematics for school children? (2) How did computer game design and development processes foster mathematical thinking for school children?
Mathematical dispositions
A pairwise t-test was conducted with the ATMI responses to compare student participants' attitudes towards mathematics before and after game-making activities. The t-test indicated a significant result, t (62) = −2.56, p = .01. Participants reported significantly more positive attitudes, including self-confidence, value, enjoyment, and motivation, towards mathematics after participating in the computer game making activities.
During interviewing, approximately 91% of participants reported that
Conclusions and discussion
The study findings indicated that game design and development activities enabled active experiencing of math content for middle school students and engaged them in thinking mathematically. On the other hand, the predominance of storytelling and game-world crafting during game design and the demanding nature of game programming would suspend students' interaction with the math content. It is observed that the processes of design and computing could merge, and at the same time, dissect themselves
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