Developing students' digital competences through collaborative game design

Show simple item record

dc.contributor.author Laakso, Noora L.
dc.contributor.author Korhonen, Tiina S.
dc.contributor.author Hakkarainen, Kai P. J.
dc.date.accessioned 2021-10-19T13:32:01Z
dc.date.available 2021-10-19T13:32:01Z
dc.date.issued 2021-12
dc.identifier.citation Laakso , N L , Korhonen , T S & Hakkarainen , K P J 2021 , ' Developing students' digital competences through collaborative game design ' , Computers & Education , vol. 174 , 104308 . https://doi.org/10.1016/j.compedu.2021.104308
dc.identifier.other PURE: 167626052
dc.identifier.other PURE UUID: e110e4fe-3cb4-4965-a5e1-06a3e06f14e6
dc.identifier.other WOS: 000696932400005
dc.identifier.other ORCID: /0000-0003-3507-7537/work/101724232
dc.identifier.other ORCID: /0000-0003-2875-4915/work/101726153
dc.identifier.uri http://hdl.handle.net/10138/335455
dc.description.abstract Background: This exploratory study engaged teams of elementary and middle school students in the collaborative design of digital games. Game design is theoretically examined in this study as a form of knowledge-creating learning that is characterized by collaborative efforts to advance a shared object of activity, i.e., the game being designed. Using mixed methods, we examined how students experienced the game design project and how the project fostered connected learning, that is, integration of students’ personal interests and supportive peer relations with their schoolwork, and how their self-assessed digital competences developed. Methods: The digital competences of 98 comprehensive school students across Finland were traced using pre- and post-questionnaires. The post-questionnaires also included validated measures on connected learning. Quantitative methods were used to analyze structured measures, and qualitative methods were used to analyze open-ended measures. Findings: Students experienced game design as an inspiring, challenging activity. Game design engaged student teams in sustained, collaborative efforts to create shared digital artifacts. Their efforts involved a great deal of mutual support and knowledge sharing. Participation also improved students’ self-reported technical and artistic digital competences. The game design project fostered informal, interest-driven, sociodigital participation; inspired learning engagement; and improved schoolwork practices. Contribution: The game design project appeared to be a pedagogically meaningful way of engaging students in knowledge-creating learning and of connecting students’ formal and informal learning. The project sparked students’ motivation to learn, fostered digital competences, and enriched the learning environment. fi
dc.description.abstract Background: This exploratory study engaged teams of elementary and middle school students in the collaborative design of digital games. Game design is theoretically examined in this study as a form of knowledge-creating learning that is characterized by collaborative efforts to advance a shared object of activity, i.e., the game being designed. Using mixed methods, we examined how students experienced the game design project and how the project fostered connected learning, that is, integration of students' personal interests and supportive peer relations with their schoolwork, and how their self-assessed digital competences developed. Methods: The digital competences of 98 comprehensive school students across Finland were traced using pre-and post-questionnaires. The post-questionnaire also included validated measures on connected learning. Quantitative methods were used to analyze structured measures, and qualitative methods were used to analyze open-ended measures. Findings: Students experienced game design as an inspiring, challenging activity. Game design engaged student teams in sustained, collaborative efforts to create shared digital artifacts. Their efforts involved a great deal of mutual support and knowledge sharing. Participation also improved students' self-reported technical and artistic digital competences. The game design project fostered informal, interest-driven, sociodigital participation; inspired learning engagement; and improved schoolwork practices. Contribution: The game design project appeared to be a pedagogically meaningful way of engaging students in knowledge-creating learning and of connecting students' formal and informal learning. The project sparked students' motivation to learn, fostered digital competences, and enriched the learning environment. en
dc.format.extent 15
dc.language.iso eng
dc.relation.ispartof Computers & Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject Collaborative learning
dc.subject Game design
dc.subject Game making
dc.subject Interdisciplinary projects
dc.subject Knowledge-creating learning
dc.subject 21st century skills
dc.subject EDUCATIONAL GAME
dc.subject SCHOOL
dc.subject SKILLS
dc.subject TECHNOLOGY
dc.subject CLASSROOM
dc.subject ICT
dc.title Developing students' digital competences through collaborative game design en
dc.title.alternative Game it now : Oppijoiden digitaalisen osaamisen kehittäminen yhteisöllisen pelisuunnittelun välityksellä fi
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization The Academic Outreach Network
dc.contributor.organization Maker@STEAM
dc.contributor.organization Maker culture, Design learning and Technology (MaDe)
dc.contributor.organization University Management
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1016/j.compedu.2021.104308
dc.relation.issn 0360-1315
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

Files in this item

Total number of downloads: Loading...

Files Size Format View
1_s2.0_S0360131521001858_main.pdf 2.315Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record