User-generated microgames for facilitating learning in various scenarios: perspectives and preferences for elementary school teachers

Abstract

ABSTRACT The practice of microgame-based learning is relatively new and appears to have the potential to facilitate knowledge and skills acquisition in various educational settings. Questions have been raised recently about possible scenarios in which to use microgames for supporting learning and instruction processes. The present study investigates teachers’ perspectives and preferences for using user-generated microgames for facilitating learning in a variety of microgame-based learning schemes. This study is an exploratory research with the participation of Southeast Asian elementary school teachers within an online course on Science, Technology, Engineering and Mathematics (STEM) education. In the study, it is found that teachers have positive views about user-generated microgames and they prefer to utilise these microgames in the middle of the main learning sessions or mixing between different scenarios for flexibility to stimulate motivational responses rather than advancing cognitive processes. One of the most practical implications is to introduce teachers to the cognitive functions of playing educational games so that they are able to integrate microgames into their teaching practices in more meaningful manners.