Comparing Teaching Approaches in Two Student-Designed Games Units

Autor/inn/en	André, Mauro; Hastie, Peter
Titel	Comparing Teaching Approaches in Two Student-Designed Games Units
Quelle	In: European Physical Education Review, 24 (2018) 2, S.225-239 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X16681955
Schlagwörter	Teaching Methods; Physical Education; Educational Games; Student Participation; Junior High School Students; Educational Technology; Technology Uses in Education; Video Games; Conventional Instruction; Case Studies; Observation; Interviews; Lesson Plans; Documentation; Instructional Effectiveness; Teacher Attitudes; Cultural Awareness; Design; Student Attitudes; Group Activities; Interaction; Grade 8; Grade 9; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Educational game; Lernspiel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Video game; Videospiel; Videospiele; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Dokumentation; Unterrichtserfolg; Lehrerverhalten; Cultural identity; Kulturelle Identität; Schülerverhalten; Gruppenaktivität; Interaktion; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	A student-designed games (SDG) teaching unit could be described as the process in which students create, organise, practice and refine their own games within certain limits established by the teacher. This study compared how two different teaching approaches had an impact on students and their teacher. The researcher taught two SDG units to junior high school students. The information and communication technology (ICT) teaching approach provided students with the opportunity to design their games online beyond class time. The non-technological (NT) teaching approach provided a more traditional approach, having students designing their games with face-to-face interactions. Using a case study methodology, four different data collection methods were used: field note observations, Edmodo posts, interviews, and lesson plans. Both teaching approaches presented positive and challenging outcomes, with key differences being found. For teachers, these were: (i) introducing students to new culture; (ii) providing resources to support game design; (iii) teacher direction of student work; and (iv) the degree of linearity in students' work. For students, the main differences were: (i) students' overall engagement; (ii) intra-group and inter-group interactions; and (iii) the quality of playbooks. The ICT teaching approach was considered a more difficult teaching methodology that required more experience with SDG, constructivism, and ICT. Nevertheless, the ICT teaching approach also provided more equity among students as they were given more opportunity to share their ideas in online discussions. Future research may consider a hybrid model that focuses on the major benefits that can be derived from each teaching approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01