TY - GEN
T1 - Understanding Teachers' Design Thinking in Designing Game-Based Activities
AU - Jan, Mingfong
AU - Yang, Wan Lin
N1 - Funding Information:
ACKNOWLEDGMENT The research reported in this paper was supported by a collaborative inquiry regarding Teachers’ Professional Development between National Institute of Education (Singapore) and the Ministry of Science and Technology (Taiwan) under the research project number 105-2511-S-008-011-MY2 and 106-2410-H-006 -058 -MY2.
Publisher Copyright:
© 2018 IEEE.
PY - 2018/7/2
Y1 - 2018/7/2
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.
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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.
T2 - 7th International Congress on Advanced Applied Informatics, IIAI-AAI 2018
Y2 - 8 July 2018 through 13 July 2018
ER -