Analytical and Practical Study of Digital Game-Based Learning under the lens of Activity Theory: a Geometry game case study

Abstract

Digital Game-Based Learning (DGBL) is a complementary methodology to traditional instruction. However, it often faces conceptual and practical limitations in learning environments that are in constant change, such as its focus on the closed nature of games, and a narrow focus on single competences. To address these drawbacks, this paper proposes a holistic and systemic analysis of DGBL through the third generation of Activity Theory (AT). Specifically, it presents an analysis of DGBL as a socio-technological system, exploring the ”zone of proximal development” of Learning, Teaching, and Game Designing Activity Systems (AS). Emphasizing several components of AS, we propose a learning-teaching model that involves students and teachers as both players and creators of game challenges, and also consider game designers as orchestrators of scaffolded competences. This model is vali- dated through a case study of GeoBuild, a geometry game for 3D spatial skills development, conducted in a Math’s class at a secondary school. The initial results are promising and highlight the potential of our proposal, showing that when students both play and create game challenges, the learning experience becomes more effective and engaging even with complex content like that found in the geometry curriculum.