Same game, different impact: comparing the success of a game-based learning intervention across four schools

Research output: Contribution to conferencePaperResearchpeer-review

  • Andreas Lieberoth
  • Thorkild Hanghøj
  • ,
  • Morten Misfeldt, Institut for Læring og Filosofi (HUM), København, Aalborg Universitet
A game based learning approach may work wonderfully in one school, and then very differently in another, shortly after. This paper reports how one intervention lead to different outcomes depending on school setting. We combine statistical and qualitative lenses to analyze differential impact based on the social and cultural characteristics of four schools. The intervention for 3-5th graders included a mix of commercial-off-the-shelf gameplay, classroom exercises based on the game, and gamification aimed at classroom conduct. General effects were observed for intrinsic and external motivation using the Children's Locus of Causality scales (c-PLOC), plus teacher-assessed learning and wellbeing. Yet very different practical outcomes were observed in the four different schools taking part in the project. We use an explanatory mixed methods analysis to move beyond average effects, and identify the qualitative characteristics of one classroom where the intervention took a definite hold.
Original languageEnglish
Publication year2 Aug 2018
Publication statusPublished - 2 Aug 2018
EventConnected Learning Summit - Massachusetts Institute of Technology (MIT) Media Lab, Cambridge, United States
Duration: 1 Aug 20183 Aug 2018
Conference number: 1
http://connectedlearningsummit.org/

Conference

ConferenceConnected Learning Summit
Number1
LocationMassachusetts Institute of Technology (MIT) Media Lab
CountryUnited States
CityCambridge
Period01/08/201803/08/2018
Internet address

    Research areas

  • Inclusion, Games, Digital games, Gamification, Mixed methods, Effect study, Social impact, Media psychology

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ID: 131002229