Student-Designed Games in Secondary Education. Effects and Perspectives from Students and Teachers

Autor/inn/en	Fernandez-Rio, Javier; Morales-Sallés, Pablo
Titel	Student-Designed Games in Secondary Education. Effects and Perspectives from Students and Teachers
Quelle	In: Journal of Educational Research, 113 (2020) 3, S.204-212 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez-Rio, Javier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1778614
Schlagwörter	Games; Student Attitudes; Teacher Attitudes; Student Developed Materials; Grade 8; Grade 9; Grade 11; Pretests Posttests; Personal Autonomy; Student Empowerment; Foreign Countries; High School Teachers; High School Students; Physical Education; Competence; Self Determination; Student Role; Spain + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Schülerverhalten; Lehrerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Individuelle Autonomie; Studienberechtigung; Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Körpererziehung; Sportunterricht; Kompetenz; Selbstbestimmung; Spanien
Abstract	The goal was to gain a deeper understanding of the extended use of student-designed games. 207 students (grades: eight, nine, eleven) from one school participated. They were randomly divided in Experimental (student-designed games) and Equivalent group (traditional instruction). Both experienced the same learning units (two, 12 sessions) over the same time (six weeks). The study followed a pretest, post-test, quantitative-qualitative research design. Data was obtained through questionnaire, diary and open-ended question. Quantitative results showed statistically significant differences at post-test in "Autonomy" and "Important role" favoring the Experimental group. Students' qualitative data produced positive: "student empowerment," "innovation," "fun" and "learning," and negative themes: "lack of flow," "boring" and "no democracy." From the teacher's diary also emerged positive: "student empowerment" and "increased participation" and negative themes: "lack of flow." Student-designed games can empower students, increasing their autonomy and important role, but they also have limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01