Discussing the Protagonist Role of Students in Game-Based Learning

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Abstract

In the ongoing process of the digital transformation of society, corresponding competencies are required from children more than ever. The concept of computational empowerment (CE) promotes confident and reflective engagement with digital technology, which often falls short in formal education. This work outlines how both entertainment and serious games can be used to support the cause of CE and what opportunities they offer for more empowering learning in school settings. The use of digital games appears to be a promising way to connect with the lifeworld of young people and thus offering a low-threshold and differentiated starting point. In this context, the focus should be placed on a stronger establishment of the protagonist role to empower students to engage with digital technologies in depth. In the Serious Game Changers project, students created their own educational modules on specific Sustainable Development Goals (SDGs) using digital games and creating new artifacts as learning objects through remixing game elements. In this project, students should be empowered to become active participants by designing with the help of commercial and serious games. Thus giving them their own voice in future (formal) educational settings and promoting future skills in order to make them self-confident 'protagonists' of their surroundings.

Original languageEnglish
Article number300
Number of pages24
JournalProceedings of the ACM on Human-Computer Interaction
Volume8
Issue numberCHI PLAY
DOIs
Publication statusPublished - 15 Oct 2024

Austrian Fields of Science 2012

  • 503020 Media education

Keywords

  • Participatory Design
  • Digital Games in Education
  • Child-Computer Interaction
  • Digital Game-Based Learning,
  • child-computer interaction
  • digital games in education
  • participatory design
  • digital game-based learning

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