The development of games literacy with student-designed games intervention

The study examined the games literacy (understanding rules, games values, dis- tinction between good and bad practices) learned by elementary school students after a student-designed games intervention with target games. The intervention was divided into four stages: target games introduction, teaching games to other students, creating new games, tea- ching their own games. Data collection included observations, questionnaires and interviews, which were analyzed by a triangulation. It was concluded that students were able to appreciate the rules of the games created, but had difficulty in presenting the game, a task normally assigned to the teacher.

http://dx.doi.org/10.1016/j.rbce.2015.08.001