In this paper, we study the various ways 3rd-5th grade educators in Wisconsin utilized Jo Wilder and the Capitol Case, a historical inquiry game, as part of their classroom instruction. The 15 educators involved in the study were all grade school teachers in Wisconsin who took part in the "Doing History Fellowship" program, a professional development opportunity offered by the authors, designed to increase their understanding of historical inquiry instruction and game-based learning. As part of the program, the educators planned and implemented the game within their own classroom context and reported their results back to the authors and other educators. Through their reports, surveys and semi-structured interviews we discovered the educators were motivated by five distinct instructional purposes, which influenced how the game was integrated into their curriculum. In this paper, we name and describe these five purposes. We see these findings as useful insights into how educators think about games and how educational video games and corresponding professional development activities may be designed in the future.
翻译:在这份文件中,我们研究了威斯康辛州第三至五年级教育者如何利用Jo Wilder和Capitol Case这一历史调查游戏,这是他们课堂教学的一部分。参与研究的15名教育者都是威斯康辛州的所有小学教师,他们参加了“做历史研究金”方案,这是作者们提供的一个专业发展机会,目的是增进他们对历史调查教学和以游戏为基础的学习的了解。作为该方案的一部分,教育工作者在自己的课堂上规划和实施游戏,并向作者和其他教育者汇报了比赛的结果。我们通过他们的报告、调查和半结构性访谈发现,教育者的动机是五种不同的教学目的,这五种不同的教学目的影响了如何将游戏纳入他们的课程。我们在本文件中列出和描述这五种目的。我们认为这些研究结果是有用的洞察力,说明教育者如何思考游戏,以及未来如何设计教育性视频游戏和相应的专业发展活动。