Search results

1 – 4 of 4
Content available
Article
Publication date: 21 November 2019

Sinem Siyahhan and Matthew Gaydos

503

Abstract

Details

Information and Learning Sciences, vol. 120 no. 9/10
Type: Research Article
ISSN: 2398-5348

Article
Publication date: 10 August 2021

Taylor M. Kessner, Priyanka Parekh, Earl Aguliera, Luis E. Pérez Cortés, Kelly M. Tran, Sinem Siyahhan and Elisabeth R. Gee

This paper aims to explore how making tabletop board games elicited adolescents’ design thinking during their participation in a summer game design camp at their local library.

Abstract

Purpose

This paper aims to explore how making tabletop board games elicited adolescents’ design thinking during their participation in a summer game design camp at their local library.

Design/methodology/approach

This study leverages qualitative approaches to coding transcripts of participants’ talk. This study uses the design thinking framework from the Hasso-Plattner Institute of Design at Stanford University as provisional codes to identify and make sense of participants’ verbalized design activity.

Findings

This study found that the making context of designing tabletop board games elicited a high frequency of design talk in participants, evidenced by both quantitative and qualitative reports of the data. Additionally, participants in large measure obviated constraints on their design activity imposed by linear conceptions of the design thinking model this study introduces, instead of moving fluidly across design modes. Finally, participants’ prior experiences in both life and in regard to games significantly influenced their design study.

Originality/value

This study highlights the unique affordances of making-centric approaches to designing tabletop games in particular, such as participants’ quick and sustained engagement in the study of design. This study also highlights the need for conceptions of design thinking specific to designing games.

Details

Information and Learning Sciences, vol. 122 no. 9/10
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 30 January 2009

Melissa Gresalfi, Sasha Barab, Sinem Siyahhan and Tyler Christensen

This paper aims to advance the idea of consequential engagement, positioning it as a necessary complement to the more common practices of supporting procedural or conceptual

Abstract

Purpose

This paper aims to advance the idea of consequential engagement, positioning it as a necessary complement to the more common practices of supporting procedural or conceptual engagement. More than a theoretical argument, this notion is grounded in examples from the authors' work in enlisting game‐based methodologies and technologies for supporting such engagement.

Design/methodology/approach

Through the presentation of two example designs, an elementary statistics curriculum and an undergraduate educational psychology course, the paper attends to the potential of narratively‐rich, multi‐user virtual environments for positioning students to critically engage academic content. In particular, it discusses the importance of designing spaces that afford opportunities to understand and apply disciplinary concepts in making sense of, and potentially transforming, conceptually‐revealing scenarios.

Findings

The paper discusses the role of consequential engagement in supporting meaningful procedural and conceptual engagement, and the potential of these designed spaces for positioning learners to develop an appreciation both of the power of the conceptual tools they engage, and of themselves and their peers as people who use these tools.

Originality/value

This paper proposes a framework for design that can be applied to both real and virtual learning environments.

Details

On the Horizon, vol. 17 no. 1
Type: Research Article
ISSN: 1074-8121

Keywords

Abstract

Details

Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks
Type: Book
ISBN: 978-1-80071-505-9

1 – 4 of 4