Implementing Game Design in School - A Worked Example

Oct 15, 2026

Uploaded by pop out

A case study uses a “worked or working example” model to document how a novel game design curriculum was implemented in the United States. Developed by an Instructional Technology Administrator and two classroom teachers, it was then offered to high school students. The study examines the contextual conditions needed to bring game design experiences into classrooms, detailing processes and instructors’ perceptions. Data collection and analysis use observation, teacher interviews, student surveys, and artifacts to make thinking and practices visible, and to support discussion of curricular successes and failures. Drawing on earlier work on initial planning and early implementation, the paper discusses educational implications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Introduction

Statement of the Problem

Methods and Models

Implementing Game Design in School: A Worked Example Mise en œuvre de la conception de jeu à l’école : un exemple pratique Danielle C. Herro, Clemson University Abstract This case uses a worked or ‘working example’ model (Gee, 2010), documenting the implementation of a novel game design curriculum in the United States. Created by an Instructional Technology Administrator (ITA) and two classroom teachers, it was subsequently offered to high school students. With an aim of providing in-depth understanding of conditions necessary to bring game design experiences to classrooms, the research describes the context while revealing processes and instructor perceptions ofthe experience. Data collection and analysis in this working example include observation, teacher interviews, student surveys, and artifacts intended to make thinking and practices overt while inviting scholarly conversation around the curriculum’s successes and failures. Drawing on a previous case focused on initial course planning and early implementation (Herro, 2013), this paper advances insight regarding the process of moving game design into schooling and concludes with a discussion of educational implications. Résumé Cette étude se sert d’un modèle « d’exemple concret » (Gee, 2010) pour documenter la mise en œuvre d’un programme de conception de jeu aux États-Unis. Créé par un technopédagogue et deux titulaires de classe, le programme a ensuite été offert à des élèves du secondaire. Visant à fournir une compréhension approfondie des conditions requises pour l’intégration des expériences de conception de jeu en classe, l’étude décrit le contexte et révèle les processus et les perceptions qu’a tirés l’instructeur de l’expérience. La collecte de données et l’analyse dans cet exemple concret comprennent l’observation, des entrevues avec les enseignants, des sondagesauprès des élèves et des artefacts ayant pour but de rendre manifestes la réflexion et les pratiquestout en stimulant la conversation savante à propos des réussites et des échecs du programme. S’appuyant sur une étude préalable qui mettait l’accent sur la planification initiale du cours et ledébut de sa mise en œuvre (Herro, 2013), cet article propose une perspective sur le processusd’intégration de la conception de jeu dans la formation et conclut avec une discussion portant sur les répercussions pédagogiques. Introduction Currently there is a great deal of hype regarding games for learning. This has translated to policy recommendations, predictive reports outlining trends for games in education, and research-based suggestions for transforming technology use in schools (Federation of American Scientists, 2006; Johnson, Adams, Becker, Estrada, Freeman, 2014; Squire, 2011; US Department of Education, 2010; Williamson, 2009) . However, while awareness and efforts to use educational game play in classrooms is increasing (Fishman, Riconscente, Snider, Tsai, & Plass, 2014; Takeuchi & Vaala, 2014; Veraquest, 2013), effective integration of game design within the‘traditional’ school day is far less prevalent. To broadly realize in-school game initiatives, successful models are needed-models that include teachers as “designers of experiences good for learning”(Gee, 2013, p. 23) . Research on games to promote learning is often conducted and studied in after-school or informal play contexts (Gee, 2007; Klopfer, Osterweil & Salen, 2009; Steinkuehler, Alagoz, King, & Martin, 2012; Steinkuehler & King, 2009) . While these studies are valuable and rates of participation in after-school programs are increasing, ability to impact students remains proportionately low when considering regular attendance and overall K-12 student populations (Huang & Dietel, 2011). Admittedly, bridging research to practice with games in schools is difficult. Cost, limited time to integrate with curricula, and technology infrastructure issues continue to pose implementation challenges (Fishman et al., 2014) . Squire (2015) not

FAQs

What approach does the study use to document game design curriculum implementation?

It uses a “worked or working example” model to track implementation while making the processes, practices, and values visible for newcomers.

Who created and delivered the game design curriculum in the described case?

An Instructional Technology Administrator and two classroom teachers created the curriculum, which was then offered to high school students.

What methods are used for data collection and analysis in this working example?

The study relies on observation, teacher interviews, student surveys, and artifacts designed to reveal thinking and practices while enabling scholarly discussion of outcomes.

Oct 15, 2026

Uploaded by pop out