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Student-designed games in secondary education. Effects and perspectives from students and teachers

Author

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  • Javier Fernandez-Rio
  • Pablo Morales-Sallés

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.

Suggested Citation

  • Javier Fernandez-Rio & Pablo Morales-Sallés, 2020. "Student-designed games in secondary education. Effects and perspectives from students and teachers," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(3), pages 204-212, April.
    • Handle: RePEc:taf:vjerxx:v:113:y:2020:i:3:p:204-212
    DOI: 10.1080/00220671.2020.1778614
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