Please use this identifier to cite or link to this item:
Issue Date: 
Hickey, D. T., Barab, S. A., Ingram-Goble, A., & Zuiker, S. J. (2008, June). First things first: Design principles for worthwhile educational videogames. Paper presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, Utrecht, The Netherlands.
Three design principles are advanced for multi-user educational videogames. First,
they should support situative embodiment in academic knowledge, where personally meaningful
activities and coherent narratives foster collective engagement. Second, they should offer
multiple levels and forms of meaningful assessment and the opportunity to succeed, fail, and try
again. Third, they should provide useful feedback that is used to enhance participation, learning,
and curricula. These principles were developed in three annual design-based refinements of a 15-
hour ecological sciences gaming curriculum in nine upper elementary classes. Across years, the
situative embodiment afforded by the curriculum was refined with informal assessment, and
innovative virtual formative feedback was incorporated around a key curricular activity. Results
across years revealed incremental improvements in participation, understanding of key concepts,
and achievement of targeted standards. The ultimate gains in understanding and achievement
were larger than those in comparison classrooms that used a conventional text-based curriculum
covering the same concepts and standards.
This paper was presented at the 8th International Conference of the Learning Sciences (ICLS) 2008, held in Utrecht, The Netherlands from 23 - 28 Jun 2008
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ICLS-2008-350_a.pdf359.54 kBAdobe PDFThumbnail
Show full item record

Page view(s)

Last Week
Last month
checked on May 24, 2019


checked on May 24, 2019

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.