Change search
ReferencesLink to record
Permanent link

Direct link
Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum
University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics. (Interaction Lab)
University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics. (Interaction Lab)ORCID iD: 0000-0002-9578-7410
2016 (English)In: Electronic Journal of e-Learning, ISSN 1479-4403, E-ISSN 1479-4403, Vol. 14, no 2, 122-135 p.Article in journal (Refereed) Published
Abstract [en]

The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game‑based learning has focused heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games function in their int ended educational contexts and how they impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game‑based learning activities, the foci of past research is problematic as it obfuscates some of the pressing realities that highly affect games viability as tools for teaching and learning. This paper aims to highlight the demands that the implementation and use of an educational game in formal educational settings puts on te achers working processes and skillsets. The paper is based on two case studies in which a researcher collaborated with K‑12 teachers to use MinecraftEdu (TeacherGaming LLC, 2012) as a classroom activity over a five‑month long period. By documenting bot h the working processes involved in implementing the game into the classroom environment, as well as the execution of the actual game‑based classroom activities, the studies identified a wide variety roles that a teacher needs to take on if they are to ma ke games a central part of a school curriculum. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game‑based learning scenarios, is a necessary foundation for improving games viability as educational tools. 

Place, publisher, year, edition, pages
Academic Conferences and Publishing International Limited, 2016. Vol. 14, no 2, 122-135 p.
Keyword [en]
computers in the classroom, distraction, gaming literacy, student diversity, teacher roles, challenges of game-based learning
National Category
Interaction Technologies Educational Sciences
Research subject
Technology; Humanities and Social sciences
URN: urn:nbn:se:his:diva-12265ISI: 000376184000005ScopusID: 2-s2.0-84968831692OAI: diva2:929646
Available from: 2016-05-19 Created: 2016-05-19 Last updated: 2016-08-18Bibliographically approved

Open Access in DiVA

EJEL_EducationalGamesinPractice(869 kB)162 downloads
File information
File name FULLTEXT01.pdfFile size 869 kBChecksum SHA-512
Type fulltextMimetype application/pdf

Other links

ScopusOnline access

Search in DiVA

By author/editor
Berg Marklund, BjörnAlklind Taylor, Anna-Sofia
By organisation
The Informatics Research CentreSchool of Informatics
In the same journal
Electronic Journal of e-Learning
Interaction TechnologiesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 162 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 659 hits
ReferencesLink to record
Permanent link

Direct link