Let’s make a game! A case of co-designing with teachers from a research-practice partnership to integrate a virtual reality-enhanced digital game-based learning science unit

Abstract

This case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective game design process, with both teachers and researchers contributing to the game and DGBL curriculum design. The equal contribution of all team members increased curricular alignment and feasibility in the unit design while providing teachers with a professional development opportunity in DGBL concepts and the design of the DGBL unit itself.

Keywords:

• Digital game-based learning
• research-practice partnership
• teacher co-design
• virtual reality
• serious game design

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Ball State University under Creative Teaching Grant.

Notes on contributors

Ai-Chu Elisha Ding

Ai-Chu Elisha Ding is an Assistant Professor of Learning Design and Technology in the Department of Workforce Education & Instructional Technology at the University of Georgia. She received her Ph.D. from Indiana University-Bloomington with dual major in Instructional Systems Technology and Literacy, Culture and Language Education. Her research examines the innovative and equitable technology integration and professional development in K-12 education. Specifically, she has focused on supporting multilingual learners (MLs) and struggling readers in STEM education through technology-infused innovative pedagogies such as game-based learning (GBL), virtual reality (VR), and elementary-level computer programming. Her research explores the technology-mediated learning and instructional design from the multimodal perspective. She has also worked closely with both pre-service and in-service teachers on their professional development and technology integration.

Jessica DuBois

Jessica DuBois is a doctoral student in Educational Studeis program at Ball State University. She recieved her Master’s Degree in Educational Administration and Supervision from Ball State University. Her research centers on the pedagogical aspects of technology in practice and professional development. Her research focuses on the development and implementation of game-based learning and pedagogy in STEM , digital storytelling as a tool to increase diversity awareness, and teacher education in STEM subjects. Work with her latest study includes the creation and implementation of game-based learning science units through different modalities (VR, digital and physical escape rooms, and computer programming) through a professional development and a research practice partnership over a two-year period. She has also worked with STEM teaching candidates in the Transition to Teaching program to increase their preparedness in active and experiential instructional activities.

Sunaina Asher

Sunaina Asher is a doctoral student at Ball State University.

Michael Mick

Michael Mick is a doctoral student in the Educational Studies program at Ball State University. He has twenty years of Information Technology experience as a consultant. His educational background includes a Master’s degree in Information and Communication Sciences from Ball State University.

Huali Fu

Huali Fu is an experienced 3D artist and educator adept with content creation in augmented reality, virtual reality and mixed reality. He most recently worked with Louisiana Science Museum on a VR exhibit to show the history of computing for the past 30 years. His background is in game development and general app development and before coming to Ball State University he was working in the San Francisco bay area. His MFA is from the School of Visual Arts in Computer Art and he earned his Bachelor of Science from the University of Virginia in Architecture.