Exploring on-line game-based learning in the primary classroom

Abstract

Digital game-based learning has become a central component of teaching and learning in the 21st century. Integrating on-line learning environments during lessons is a common practice in the primary. The most critical aspect is related to how this can be done effectively in order to promote and assess learning. The aim of this dissertation was to explore how teachers can implement educational on-line games by adopting a case-study approach that observed two year groups at primary level carry out on-line gaming tasks related to numeracy and literacy topics during 12 lessons. Four types of interactions were observed while pupils interacted: with the assigned on-line games; between themselves; with the class teacher; and with the topic of the on-line games. Ten pupils, nine parents and two teachers were interviewed in order to obtain a thorough analysis of the integration of on-line games during the lessons observed while possibly corroborating the data gathered from the observations. The most prominent finding is that because of teachers’ preconceptualised idea of integrating on-line games, many times centring around a specific curricular topic, they go for any game, which often involves low cognitive engagement. Thus further teacher support and training is recommended to facilitate creative integration and effective implementation of on-line game-based learning.