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A card game for designing activities for technology-enhanced learning in higher education
Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway.
Umeå University, Faculty of Social Sciences, Department of Informatics. (Design Informatics)ORCID iD: 0000-0001-7393-3379
Department of Computer Science and Media Technology, Malmö University, Malmö, Sweden.
Department of Media Technology and Interaction Design, KTH Royal Institute of Technology, Stockholm, Sweden.
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2022 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 27, p. 2367-2383Article in journal (Refereed) Published
Abstract [en]

The importance of providing mechanisms and tools that effectively support the transition from implicit to explicit representations of Learning Design has been emphasised by previous research in the field of Technology-Enhanced Learning (TEL). In addition, the benefits of Game-based learning approaches have been long documented in the educational research literature. The paper presents the design, implementation and evaluation of a card game that aims to support the design process of TEL activities in higher education. The game was tested by a group of 36 students and tutors (n = 36) in higher education during an interactive workshop. Feedback was asked by the participants using an anonymous survey. The results reveal that the participants a) are satisfied with the game process, b) appreciate the groupwork and interaction taking place, and c) believe that they used their communication and collaboration skills. The paper includes the description of the outputs of a group (i.e., the cards selected for their TEL scenario and their actual TEL scenario) to exemplify that it is possible to use the game in order to elicit or diagnose existing LD knowledge from the game participants. The paper concludes on the usefulness of the approach suggested, limitations, and plans for future work.

Place, publisher, year, edition, pages
Springer, 2022. Vol. 27, p. 2367-2383
Keywords [en]
Learning design, Technology-enhanced learning, Game-based learning, Higher education
National Category
Pedagogy Design Human Computer Interaction
Research subject
education; design; Computer Science; human-computer interaction
Identifiers
URN: urn:nbn:se:umu:diva-186812DOI: 10.1007/s10639-021-10668-zISI: 000686871100001Scopus ID: 2-s2.0-85113158315OAI: oai:DiVA.org:umu-186812DiVA, id: diva2:1587145
Available from: 2021-08-23 Created: 2021-08-23 Last updated: 2023-03-23Bibliographically approved

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Almeida, Teresa

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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  • Other locale
More languages
Output format
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  • asciidoc
  • rtf