Understanding Teachers' Design Thinking in Designing Game-Based Activities

Mingfong Jan, Wan-Lin Yang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

There is a need to reframe teachers' roles from content area experts to that of learning experience designers because of 21st century teaching challenges. As learning experience designers, teachers help students develop 21st century competencies via guided cognitive and social participation in designed learning activities such as games and gamified activities. In this qualitative case study, we explore teachers' design thinking in designing a lesson plan that involves the use of a card game designed for complex system understanding. Six teachers' thoughts about learning activity design are unpacked via the following activities: playing a card game, crafting a game-based lesson plan, and reporting their design thinking via semi-structural interviews. We discuss similarities in the teachers' views on game-based learning and the structure of their designed lessons, as well as implications of the study. This baseline study helps us map out how teachers think about learning experience design. Such understanding is critical for developing teachers as designers.

Original languageEnglish
Title of host publicationProceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages312-317
Number of pages6
ISBN (Electronic)9781538674475
DOIs
Publication statusPublished - 2019 Apr 16
Event7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018 - Yonago, Japan
Duration: 2018 Jul 82018 Jul 13

Publication series

NameProceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018

Conference

Conference7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018
CountryJapan
CityYonago
Period18-07-0818-07-13

Fingerprint

teacher
learning
Large scale systems
Teaching
experience
social participation
teacher's role
Students
expert
interview
student

All Science Journal Classification (ASJC) codes

  • Computer Networks and Communications
  • Communication
  • Information Systems
  • Information Systems and Management
  • Education

Cite this

Jan, M., & Yang, W-L. (2019). Understanding Teachers' Design Thinking in Designing Game-Based Activities. In Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018 (pp. 312-317). [8693444] (Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/IIAI-AAI.2018.00066
Jan, Mingfong ; Yang, Wan-Lin. / Understanding Teachers' Design Thinking in Designing Game-Based Activities. Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018. Institute of Electrical and Electronics Engineers Inc., 2019. pp. 312-317 (Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018).
@inproceedings{5f507ed44dbd4d7a82db584b439a0c7d,
title = "Understanding Teachers' Design Thinking in Designing Game-Based Activities",
abstract = "There is a need to reframe teachers' roles from content area experts to that of learning experience designers because of 21st century teaching challenges. As learning experience designers, teachers help students develop 21st century competencies via guided cognitive and social participation in designed learning activities such as games and gamified activities. In this qualitative case study, we explore teachers' design thinking in designing a lesson plan that involves the use of a card game designed for complex system understanding. Six teachers' thoughts about learning activity design are unpacked via the following activities: playing a card game, crafting a game-based lesson plan, and reporting their design thinking via semi-structural interviews. We discuss similarities in the teachers' views on game-based learning and the structure of their designed lessons, as well as implications of the study. This baseline study helps us map out how teachers think about learning experience design. Such understanding is critical for developing teachers as designers.",
author = "Mingfong Jan and Wan-Lin Yang",
year = "2019",
month = "4",
day = "16",
doi = "10.1109/IIAI-AAI.2018.00066",
language = "English",
series = "Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
pages = "312--317",
booktitle = "Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018",
address = "United States",

}

Jan, M & Yang, W-L 2019, Understanding Teachers' Design Thinking in Designing Game-Based Activities. in Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018., 8693444, Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018, Institute of Electrical and Electronics Engineers Inc., pp. 312-317, 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018, Yonago, Japan, 18-07-08. https://doi.org/10.1109/IIAI-AAI.2018.00066

Understanding Teachers' Design Thinking in Designing Game-Based Activities. / Jan, Mingfong; Yang, Wan-Lin.

Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018. Institute of Electrical and Electronics Engineers Inc., 2019. p. 312-317 8693444 (Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - Understanding Teachers' Design Thinking in Designing Game-Based Activities

AU - Jan, Mingfong

AU - Yang, Wan-Lin

PY - 2019/4/16

Y1 - 2019/4/16

N2 - There is a need to reframe teachers' roles from content area experts to that of learning experience designers because of 21st century teaching challenges. As learning experience designers, teachers help students develop 21st century competencies via guided cognitive and social participation in designed learning activities such as games and gamified activities. In this qualitative case study, we explore teachers' design thinking in designing a lesson plan that involves the use of a card game designed for complex system understanding. Six teachers' thoughts about learning activity design are unpacked via the following activities: playing a card game, crafting a game-based lesson plan, and reporting their design thinking via semi-structural interviews. We discuss similarities in the teachers' views on game-based learning and the structure of their designed lessons, as well as implications of the study. This baseline study helps us map out how teachers think about learning experience design. Such understanding is critical for developing teachers as designers.

AB - There is a need to reframe teachers' roles from content area experts to that of learning experience designers because of 21st century teaching challenges. As learning experience designers, teachers help students develop 21st century competencies via guided cognitive and social participation in designed learning activities such as games and gamified activities. In this qualitative case study, we explore teachers' design thinking in designing a lesson plan that involves the use of a card game designed for complex system understanding. Six teachers' thoughts about learning activity design are unpacked via the following activities: playing a card game, crafting a game-based lesson plan, and reporting their design thinking via semi-structural interviews. We discuss similarities in the teachers' views on game-based learning and the structure of their designed lessons, as well as implications of the study. This baseline study helps us map out how teachers think about learning experience design. Such understanding is critical for developing teachers as designers.

UR - http://www.scopus.com/inward/record.url?scp=85065204551&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065204551&partnerID=8YFLogxK

U2 - 10.1109/IIAI-AAI.2018.00066

DO - 10.1109/IIAI-AAI.2018.00066

M3 - Conference contribution

AN - SCOPUS:85065204551

T3 - Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018

SP - 312

EP - 317

BT - Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018

PB - Institute of Electrical and Electronics Engineers Inc.

ER -

Jan M, Yang W-L. Understanding Teachers' Design Thinking in Designing Game-Based Activities. In Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018. Institute of Electrical and Electronics Engineers Inc. 2019. p. 312-317. 8693444. (Proceedings - 2018 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018). https://doi.org/10.1109/IIAI-AAI.2018.00066