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What’s Missing: The Role of Instructional Design in Children’s Games-Based Learning

Benton, L; Vasalou, A; Barendregt, W; Bunting, L; Revesz, A; (2019) What’s Missing: The Role of Instructional Design in Children’s Games-Based Learning. In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems Paper No. 582 - CHI '19. ACM: Glasgow, UK. Green open access

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Abstract

Learning games that address targeted curriculum areas are widely used in schools. Within games, productive learning episodes can result from breakdowns when followed by a breakthrough, yet their role in children’s learning has not been investigated. This paper examines the role of game and instructional design during and after breakdowns. We observed 26 young children playing several popular learning games and conducted a moment-by-moment analysis of breakdown episodes. Our findings show children achieve productive breakthroughs independently less than half of the time. In particular, breakdowns caused by game actions are difficult for children to overcome independently and prevent engagement with the domain skills. Importantly, we identify specific instructional game components and their role in fostering strategies that result in successful breakthroughs. We conclude with intrinsic and extrinsic instructional design implications for both game designers and primary teachers to better enable children’s games-based learning.

Type: Proceedings paper
Title: What’s Missing: The Role of Instructional Design in Children’s Games-Based Learning
Event: CHI Conference on Human Factors in Computing Systems - CHI '19
Location: Glasgow, Scotland
Dates: 04 May 2019 - 09 May 2019
ISBN-13: 978-1-4503-5970-2
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3290605.3300812
Publisher version: https://doi.org/10.1145/3290605.3300812
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Learning games; instructional design; children; reading.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10066478
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