부산대학교 도서관

AbstractThis case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective game design process, with both teachers and researchers contributing to the game and DGBL curriculum design. The equal contribution of all team members increased curricular alignment and feasibility in the unit design while providing teachers with a professional development opportunity in DGBL concepts and the design of the DGBL unit itself. [ABSTRACT FROM AUTHOR]