Game-based learning: creating a multidisciplinary community of inquiry

Abstract

Purpose

The purpose of this paper is to describe how the authors created a community of inquiry for game design with Crystal Island, report research results from a school pilot and analyze lessons learned. Using a community of inquiry approach, the authors created participatory structures for design and communication among the university team (i.e. computer science, literacy and science education, educational psychology and art design), elementary teachers and elementary students who were involved with Crystal Island.

Design/methodology/approach

As part of the design process and in the attempt to create a community of inquiry, the authors conducted ongoing sessions with the teachers and students (N = 800), or what the authors refer to as design charettes. The design charettes included forming a lead teacher cadre and conducting game-based learning teacher institutes. These sessions led to a mixed methods school pilot study.

Findings

Results of the classroom pilot study suggested that game-based learning environments not only increase student engagement but also positively impact content knowledge on science topics and problem-solving skills. A key finding was that these gains were not unique to any specific group of learners, as there were no differences by race or gender.

Originality/value

Applying a community of inquiry contributed greatly to the success of the authors’ results. Distributing knowledge and authority throughout the community (university and elementary schools combined) promoted rich social interactions that encouraged meaningful contributions from all participants. Future efforts will focus on sustaining our community of inquiry as the authors attempt to scale gameplay with CRYSTAL ISLAND.

Citation

Spires, H.A. and Lester, J.C. (2016), "Game-based learning: creating a multidisciplinary community of inquiry", On the Horizon, Vol. 24 No. 1, pp. 88-93. https://doi.org/10.1108/OTH-08-2015-0052