TY - JOUR
T1 - Evaluation of the create@school game-based learning–teaching approach
AU - Gaeta, Eugenio
AU - Beltrán-Jaunsaras, María Eugenia
AU - Cea, Gloria
AU - Spieler, Bernadette
AU - Burton, Andrew
AU - García-Betances, Rebeca Isabel
AU - Cabrera-Umpiérrez, María Fernanda
AU - Brown, David
AU - Boulton, Helen
AU - Waldmeyer, María T.Arredondo
PY - 2019/8/1
Y1 - 2019/8/1
N2 - The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users’ experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., Create@School and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines.
AB - The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users’ experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., Create@School and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines.
KW - Coding
KW - Coding Apps
KW - Create@School
KW - Education
KW - LEGO® sensors
KW - Mobile sensors
KW - Pocket code
KW - STEM
UR - http://www.scopus.com/inward/record.url?scp=85070572321&partnerID=8YFLogxK
U2 - 10.3390/s19153251
DO - 10.3390/s19153251
M3 - Article
C2 - 31344813
AN - SCOPUS:85070572321
SN - 1424-8220
VL - 19
JO - Sensors
JF - Sensors
IS - 15
M1 - 3251
ER -