| Project/Area Number |
20K14089
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 09070:Educational technology-related
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| Research Institution | Akita International University |
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Principal Investigator |
GAYDOS Matthew 国際教養大学, 国際教養学部, 助教 (50866944)
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| Project Period (FY) |
2020-04-01 – 2022-03-31
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| Project Status |
Discontinued (Fiscal Year 2021)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2022: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2021: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2020: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | design / game-based learning / hybrid classrooms / Education / Game-based Learning / games / learning / computer literacy / higher education |
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| Outline of Research at the Start |
This three year project explores recent work describing games as “tools to think with”, extending this theory to non-digital games designed to teach computer science education. The project explores the following key scientific question: How do players use games’ models as cognitive tools to reason with as they make sense of the world? Results from the project will improve our understanding of game-based learning theory while developing practical tools for computer science education in Japan.
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| Outline of Annual Research Achievements |
At the outset, this project aimed to develop non-digital games for learning. Due to the pandemic, all in-person activities were initially cancelled and a limited number of students were allowed onto campus, making purely non-digital games difficult to develop, play test, and collect data around. To address these challenges, this project pivoted to the following research questions to be addressed in the new hybrid (online / offline) learning environments: How can students be supported in developing games or other designs through and for learning in these environments? Two approaches were taken to address this. First, a course designed for learning about digital games was adapted to support student-generated designs for game-based learning. These learning games were then played by other students (peers), remotely, at the end of the semester. The second approach was to work with two students in developing individual projects for hybrid, game-based community building and design. Player and design data was collected for both of these new approaches.
The PI and only researcher on this project left the University and the country prior to the project's completion, returning approximately 63% of the budget. Due to the project's early end and the ongoing global pandemic, the project's primary goals set out at the outset were unmet. Nevertheless, at the time of this report, the data that was collected is being analyzed for publication.
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