Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.
Learner metacognition can positively impact learning. However, little is known about how to effectively design game-based learning environments such that metacognition is promoted in learners. Previous research does not provide sufficiently structured and empirically verified insights for designers and researchers to make informed design decisions. This paper describes the development of a design framework for metacognition in game-based learning. The framework is derived from existing literature and cases, and further elaborated through a formative expert evaluation. For instruction, gameplay, and the integration of both, the resulting framework defines specific design dimensions that indicate the relevant areas in which informed design-decisions are likely to affect learners' metacognition. As such, this framework aids specification of designs, structured comparisons between different designs, and focused research effort in identifying specific design guidelines for metacognition in game-based learning.
LINK
How do learners understand, monitor, and regulate their own learning? A question of metacognition. Improving metacognitive knowledge and skills contributes too learning effectiveness and effiency. The goal of this PhD project is to study in what ways metacognitive training can be supported and facilitated trhough game-based learning.
The textile industry contributes over 8% of global greenhouse gas emissions and 20% of the world's wastewater, exceeding emissions from international flights and shipping combined. In the European Union, textile purchases in 2020 resulted in about 270 kg of CO₂ emissions per person, yet only 1% of used clothes are recycled into new garments.To address these challenges, the Textile Hub Groningen (THG) aims to assist small and medium-sized enterprises (SMEs) and stakeholders in forming circular textile value chains, hence reducing waste. Designing circular value chains is complex due to conflicting interests, lack of shared understanding, knowledge gaps regarding circular design principles and emerging technologies, and inadequate tools for collaborative business model development. The potential key stakeholders in the circular textile value chain find it hard to use existing tools and methods for designing these value chains as they are often abstract, not designed to be used in a collaborative setting that fosters collective sense making, immersive learning and experimentation. Consequently, the idea of circular textile value chain remains abstract and hard to realize.Serious games have been used in the past to learn about, simulate and experiment with complex adaptive systems. In this project we aim to answer the following research:How can serious games be leveraged to design circular textile value chains in the region?The expected outcomes of this project are: • Serious game: Facilitates the design of circular textile value chains• Academic Publication: Publish findings to contribute to scholarly discourse.• Future Funding Preparation: Mobilize partners and prepare proposals for follow-up funding to expand the approach to other domains.By leveraging game-based collaborative circular value chain and business model design experiences, this project aims to overcome barriers in designing viable circular value chains in the textile industry.
The textile industry is responsible for over 8% of global greenhouse gas emissions and 20% of the world’s wastewater, surpassing the emissions from international flights and shipping combined. In the European Union, textile purchases in 2020 led to around 270 kg of CO₂ emissions per person, yet only 1% of used clothing is recycled into new garments. The municipality of Groningen manages an estimated 950 kilotons of textile waste but is only able to collect, sort, and recycle 250 kilotons. To address these challenges, Textile Hub Groningen (THG) seeks to support small and medium-sized enterprises (SMEs) and stakeholders in creating circular textile value chains. However, designing circular value chains presents challenges, including conflicting interests, knowledge gaps on circular design principles, and inadequate tools for collaborative business model development. Potential stakeholders often find current tools too abstract and not conducive to collaboration, learning, or experimentation. As a result, circular value chains remain difficult to achieve from the perspective of individual stakeholders. Serious games have been employed to simulate and experiment with complex adaptive systems , . Research shows that well-designed playful learning enhances both learning and motivation, particularly when social elements are integrated . This project aims to answer the following research question: How can serious games be leveraged to design circular textile value chains in the region? The expected outcomes are: 1. Serious Game: Design, test, and deliver a serious game to facilitate the joint design of circular textile value chains. 2. Publications: Extract insights from the game’s design and evaluation, contributing to both academic and practical discussions. 3. Consortium for Follow-up: Mobilize partners and secure funding for future projects in related fields. Through game-based collaborative circular value chain and business model design experiences, this project overcomes barriers in designing viable circular value chains in the textile industry
