Abstract We present an in-situ, exploratory multi-case study demonstrating how in-service teachers can engage in participatory design of an educational video game to enhance middle school students’ computational thinking. Through participatory exercises, we explored how in-service teachers think about educational video games that supplement classroom instruction. Data were collected from eight in-service teachers at urban middle schools using interviews, focus groups, and field notes. The data indicated that during conceptualization of game design, 82% of teacher comments were related to learning mechanisms, and only 14% were related to gameplay. Additionally, participating teachers stressed the importance of embedding relevant pedagogical content knowledge in the game design processes, including knowledge of content and students, teaching, and curriculum. This work illustrates that participatory game design with teachers has a potentially significant positive impact, resulting in practical, student-centered mechanics for game design.
Pan et al. (Tue,) studied this question.