Abstract
ABSTRACT As digital games become more integrated into education, striking a balance between technology and pedagogy is essential. This study investigates digital games as contexts for problem-based learning (PBL) to actively involve students in problem-solving in a Korean middle school. This study examined two cases (Social Studies and Science) where teachers incorporated digital games, Minecraft and Kodu, in their PBL lessons for 7th-grade students. Following the PBL sessions, students engaged in collaborative problem-solving tasks, and their discussions were analysed using a coding scheme to examine the strategies used. The results reveal clear patterns in the consistent use of models and planning practices across groups while open-endedness was infrequently observed. Key findings suggest implications for digital pedagogy, emphasizing the use of games as contexts for PBL activities, the integration of commercially available games in authentic classroom contexts, and the importance of problem scenarios encouraging the exploration of diverse perspectives within a problem space.
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