https://orcid.org/0000-0001-5175-1187
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ABSTRACT
The practice of microgame-based learning is relatively new and appears to have the potential to facilitate knowledge and skills acquisition in various educational settings. Questions have been raised recently about possible scenarios in which to use microgames for supporting learning and instruction processes. The present study investigates teachers’ perspectives and preferences for using user-generated microgames for facilitating learning in a variety of microgame-based learning schemes. This study is an exploratory research with the participation of Southeast Asian elementary school teachers within an online course on Science, Technology, Engineering and Mathematics (STEM) education. In the study, it is found that teachers have positive views about user-generated microgames and they prefer to utilise these microgames in the middle of the main learning sessions or mixing between different scenarios for flexibility to stimulate motivational responses rather than advancing cognitive processes. One of the most practical implications is to introduce teachers to the cognitive functions of playing educational games so that they are able to integrate microgames into their teaching practices in more meaningful manners.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Authors’ contributions
Imam Fitri Rahmadi: designed the research, collected and analysed data, drafted and finalised the manuscript. Zsolt Lavicza: designed the research and finalised the manuscript. Selay Arkün Kocadere: critically reviewed and finalised the manuscript. Russasmita Sri Padmi: critically reviewed and finalised the manuscript. Tony Houghton: proofread and finalised the manuscript.
Data availability
The gathered and analysed data of this study are included in the text.
Additional information
Funding
Notes on contributors
Imam Fitri Rahmadi
Imam Fitri Rahmadi is a lecturer at Universitas Pamulang, Indonesia and a PhD researcher at the Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria. Educational technology integration into learning and instruction is his overall research interest. In his PhD research, he explores the potential of user-generated microgames for supporting STEAM learning. He is an awardee of the Indonesia-Austria Scholarship Programme (IASP), a joint scholarship between the Indonesian Ministry of Education and Culture (KEMDIKBUD) and Austria’s Agency for Education and Internationalisation (OeAD-GmbH) in cooperation with ASEAN European Academic University Network (ASEA-UNINET).
Zsolt Lavicza
Zsolt Lavicza is a university professor in STEM education research methods at the Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria. He has worked on several research projects examining technology and mathematics teaching in classroom environments in Michigan and Cambridge. In addition, he has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. From the Johannes Kepler Universität Linz, he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral programme in STEM Education; teaching educational research methods worldwide; and coordinating research projects within the International GeoGebra Institute.
Selay Arkün Kocadere
Selay Arkün Kocadere is an associate professor at Hacettepe University in Ankara, Turkey. Following her bachelors’ degree in Mathematics Education, she received her M.Sc. and Ph.D. in Computer Education and Instructional Technology. Dr. Kocadere worked as an instructional designer in the private sector before moving into academics. Interested in technology enhanced mathematics education, online learning, and mentoring, Dr. Kocadere's recent research focuses on educational games and gamification. Currently, she manages two national and two international projects on gamification.
Russasmita Sri Padmi
Russasmita Sri Padmi is an academic specialist at SEAMEO Regional Centre for QITEP in Mathematics (SEAQiM), Indonesia. She received her master's degree in Mathematics Education through a joint program between Freudenthal Institute, Utrecht University and Surabaya State University, Indonesia. During her time at SEAQiM, she is responsible for facilitating professional development, conducting research, and developing learning materials. Her interests are statistical literacy, global citizenship, computational thinking, and STEM education. Her latest project is STEM learning materials for mathematics classrooms with computational thinking infusion.
Tony Houghton
Tony Houghton is a visiting professor at the Department of STEM Education, Linz School of Education, Johannes Kepler Universität Linz, Austria. His STEAM focus is creative, collaborative problem solving and perception shift, originally inspired by industry best practice and since applied to educational projects. He is also Visiting Professor School of Computer Science and Electronic Engineering, University of Essex and a member of the University of Cambridge, Magdalene College with a degree in Psychology and a doctorate in Communications Engineering from University College, London, a year of which was undertaken with Massachusetts Institute of Technology Media Lab (MIT). He has worked with BT, Microsoft, CISCO, Pepsico, DHL, Essex County Council, Aerospatiale, CRICA, ERGOS, EDF, Eurescom, IET, STEMNET, Nationwide, Chunghwa Telecom and Sony in Singapore.