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System Design Requirements for Formal Education Based on COTS Entertainment Computer Games
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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2015 (English)In: ECGBL 2015, Academic Conferences Publishing , 2015Conference paper, Published paper (Refereed)
Abstract [en]

Computer games can be designed as tools for school, but formal education can also be game-oriented based on dialogue enabling the use of commercial-off-the-shelf (COTS) entertainment games. The latter design was applied in two upper-secondary school trial educations, called the Digital Room. A problem is that teachers have to grade pupils based on assessment of the learning process through playing COTS games together with the pupils, while retaining compliance with the school regulations which can also change over time. The question is: what are the requirements for designing a system supporting teachers in bridging this gap? This paper describes and compares two trials of the Digital Room, enabling a long-term study between 2003-2013 with secondary school pupils and teachers. To answer the question in this paper, teachers from both trials were interviewed and situations were analysed based on a critical realist approach. Lack of time to manage and reflect on the documentation for assessment was a critical part of the results, and a teacher support system was explicitly asked for. Knowing what to document was crucial as games have many modes of expression, and understanding how to assess what has been documented was the hardest part. Conclusions are that a knowledge management system (KMS) could aid teachers in supporting each pupil to fulfil their goals and the requirements of the existing school system. Due to the expressed lack of time for management and assessment of documentation, the KMS should compile the data of each pupil’s actions in the game as basis for grading. Further, this KMS could be used for further learning by combining explicated knowledge from the socialisation process. Pupils could also add explicit information to the KMS about findings on the Internet and from oral dialogue with peers and teachers. Thus, the KMS must enable multimodal expressions to be as accessible as possible, including pupils with impairments. Information must be searchable and sortable which can be a challenge to achieve with other modes of expression than text. Further, the KMS design has to include both pupils and teachers in evaluations, and be easy to adapt when new regulations create new conditions. Future research includes implementing and evaluating the system in a similar game-oriented formal education context outside of traditional school.

Place, publisher, year, edition, pages
Academic Conferences Publishing , 2015.
Keyword [en]
game-based learning, teaching with computer games, assessment, knowledge management, system design, COTS
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-122886ISBN: 978-1-910810-59-0 (print)OAI: oai:DiVA.org:su-122886DiVA: diva2:868685
Available from: 2015-11-11 Created: 2015-11-11 Last updated: 2015-11-11

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf