Abstract
Serious gaming has been regarded as one of the important student-centric learning approaches in the coming decade. However, there has been a lack of in-depth discussion of the teacher role in the course of serious gaming when it is adopted in formal schooling. The study discussed in this paper is a piece of two-cycle design-based research, involving three teachers respectively from top, middle and bottom academic banding schools in Hong Kong and their Grade 11 classes in two consecutive school years (197 students in total). In the context of formal curriculum learning and teaching, we (researchers) collaborated with the teachers (practitioners) to investigate (design, enact, analyse and redesign) what and how they should do in order to optimise their students’ serious gaming process and advance the pedagogic effectiveness of serious gaming in different classroom settings.
Highlights
Constructivist Online Game-Based Learning (COGBLe) has received a lot of attention from educators and researchers since the beginning of this decade (Bagley & Shaffer, 2015; Chee, 2016; Gee, 2013)
This paper focuses on reporting on the results of the second-cycle research analysis that compared the pedagogic effectiveness of the optimised teacher facilitation practices with (i) the originally designed in VISOLE and (ii) the traditional textbook-based teaching, regarding the promotion of students’ knowledge acquisition
Different from the foci of the mainstream studies in the field, we explore what and how teachers should do in order to optimise students’ learning process in COGBLe in the context of formal schooling
Summary
Constructivist Online Game-Based Learning (COGBLe) has received a lot of attention from educators and researchers since the beginning of this decade (Bagley & Shaffer, 2015; Chee, 2016; Gee, 2013). The momentum of this learning and teaching initiative in school education can be reflected in the New Media Consortium’s Horizon Report K-12 Edition 2015 (Johnson et al 2015) that has predicted there would be more and more adoptions of COGBLe in school education in the coming triennium. One is about harnessing existing commercial off-the-shelf recreational games for instructional or pedagogical use (e.g., Gee, 2013; Keskitalo et al 2011; Lan, 2015; Lin & Lan, 2015).
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