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Learners as informants of educational game design
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Paper presented at the 10th International Conference of the Learning Sciences (ICLS) 2012, Sydney, Australia, 2-6 July, 2012
This paper describes an educational game design approach that attempts to position
learners as the best resources in knowing what engages them in a learning environment. This
approach, known as informant design approach, enables young people to draw on their
cultural experiences in learning and gaming as resources for game development. In the threeyear
research and development project, we conducted five progressive informant design
workshops with twenty adolescent learners, where their conceptions of earth science as well
as ideas for game design are considered at its various stages of educational game
development. Our findings from the qualitative analysis of video and artifacts draw attention
to the learners’ cultural models of learning and gaming and discuss the importance of
engaging learners as informants of educational game design.
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