Table 2 Optimised teacher facilitation practices enacted in the second research cycle
From: Design-based research on teacher facilitation practices for serious gaming in formal schooling
| Â | New interventions enacted at School A | New interventions enacted at School B | New interventions enacted at School C |
|---|---|---|---|
Phase 1: scaffolding | • Equipping students with the gameplay knowledge via in-class practice and “flipped” video | • Leveraging gamer students’ proficiency to support non-gamer students in launching the game | • Video-recording the scaffolding lessons and putting the clips onto the web for students’ self-access |
Phase 2: serious gaming and reflection | • Activating all “virtual mentors” for scaffolding students throughout the game • Assigning the gaming and blogging tasks as formal assignments for formative assessment | • Injecting the “virtual mentors” into the game in a just-in-time manner • Allowing students to do either text-based or audio-based blogging | • De-activating all “virtual mentors” in the game • Asking students to do audio-based blogging |
Phase 3: debriefing | • Providing students with just-in-time encouragement for releasing their frustration and anxiety | • Facilitating group-based discussion in which students share their gaming and learning experience | • Inviting students to share their ongoing gaming strategies in front of the class |