Educational video game design by 8th graders: investigating processes and outcomes

Abstract

Although there is evidence that game design can have a positive impact on learning and engagement, there are still few studies researching the creation of educational games by students, particularly in the context of Portuguese schools. This study examines the design of video games by 8th graders, to teach Mathematics, in a classroom setting, with the objective of investigating how designing educational video games affects learning and motivation to learn. The research consists in a case study with twenty-eight 8th grade students. The students were given a preparatory session about educational game design, with a duration of three periods of 45 minutes, and then, a month later, eleven 45 minutes project sessions to create the games, over the course of a week, occurring during their class time. Participants worked in teams and designed video games to teach their colleagues about operations with bases and exponents (math powers). Multiple data sources were used in this qualitative research: participant observation; self-reported evaluation of engagement and learning outcomes; group interview with students; inquiry to participant teachers; games and game design documents. Data was analysed using descriptive statistics and thematic analysis. The results showed that all teams were able to design video games that represented their understanding of content knowledge, with different game mechanics employed, with learning outcomes in terms of math contents, game design, technological skills and soft skills. Students were motivated by the project, working during their free time and showing their creations outside the classroom setting. Game design lead to knowledge-building and collaboration. At the end of the project there was a sense of competence and accomplishment with students reporting being positively surprised by their creations. This paper discusses the effects of using educational game design by students as a pedagogical strategy, being particularly relevant to inform and guide teachers, school decision-makers, researchers and future research initiatives.