This paper examines the possibilities of designing an educational game for primary schools that will expand the students’ knowledge of the correlation between food and climate by addressing how different types of foods have different CO2 footprints. The paper is based on a detailed study of existing theories about learning in relation to educational games and game design. It addresses the difference between learning and playing and discusses whether an element such as competition in educational games promotes or disturbs the learning process. The paper uses qualitative methods as a part of the design process and explores the possibilities of a cooperation with primary school teachers and students in an effort to create an iterative design process. Based on an interview with a primary school teacher and testing the game in a primary school it is concluded that too much competition in an educational game does not promote the learning process on the contrary it became clear that too much competition disturbed the flow of the game and made the students demotivated and restless. Furthermore it was concluded through observation and discussion with the students, that the game did create a learning process as many of them seemed to have gained new knowledge from playing.
|Uddannelser||Basis - Humanistisk-Teknologisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||22 dec. 2015|