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Children as Critics of Educational Computer Games Designed by Other Children

Children as Critics of Educational Computer Games Designed by Other Children

Lloyd P. Rieber, Joan M. Davis, Michael J. Matzko, Michael M. Grant
Copyright: © 2009 |Pages: 23
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
DOI: 10.4018/978-1-59904-808-6.ch071
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MLA

Rieber, Lloyd P., et al. "Children as Critics of Educational Computer Games Designed by Other Children." Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, IGI Global, 2009, pp. 1234-1256. https://doi.org/10.4018/978-1-59904-808-6.ch071

APA

Rieber, L. P., Davis, J. M., Matzko, M. J., & Grant, M. M. (2009). Children as Critics of Educational Computer Games Designed by Other Children. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1234-1256). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch071

Chicago

Rieber, Lloyd P., et al. "Children as Critics of Educational Computer Games Designed by Other Children." In Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, 1234-1256. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-808-6.ch071

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Abstract

We have long worked collaboratively with middle school students to help them design their own educational computer games. An interesting question has emerged from this work: Do students, other than those who do the designing, find the games to be motivating? We gave a classroom of middle school students the opportunity to play educational games created by other middle school students. These students’ opinions of the games were studied and compared to their actual play behavior. This study also explored the reasons behind the children’s play behaviors and critiques through interviews. Important game characteristics identified by the children included the following: (1) storyline or context; (2) challenge; and (3) competitive affordances, especially those that promoted social interaction. Interestingly, two game characteristics touted in the literature were not found to be important to these children: (1) integration of a game’s storyline and educational content; and (2) a game’s production values.

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