Learning from Pupils' Experiences about Participatory Practices Playing a Board Game for the Development of a Learning Environment with Implications for Teacher Education
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_10Keywords:
Game-based learning, Participatory practices, Learning environment development, Teacher educationAbstract
The EduSpace Lernwerkstatt at the Free University of Bozen-Bolzano is an open learning environment for initial teacher education and further education of kindergarten and school teachers. It provides didactical materials including games for content learning and 21st century skill development. In this article we report from one part of a threefold study on the board game The Next Generation of Change Makers in which we capture pupils’ participatory experiences whilst gaming during the annual project days at school. For the evaluative research, conducted on 85 Grade 12 pupils at an upper secondary school in South Tyrol, we ran a post-game online questionnaire and combined descriptive data analysis with a thematic analysis of responses. The results can be discussed towards the opportunities for pupils to engage and improve in participatory action with the board game and allows us to draw conclusions towards the curricular concept of open learning environments in teacher education.
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