Design five-stage teaching activities with the design-based research approach to enhance students' digital game-based learning system implementation outcomes, interdisciplinary literacy, and system design and planning abilities

The teaching objectives of the “Digital Game-Based Learning Design” course include cognitive and practice aspects, which the former is to let students understand the development and trend of digital game-based learning research, while the latter requires students to implement digital game-based learning systems. The applicant has employed several teaching strategies in the past to improve students’ learning outcomes. However, after teaching reflections, the following problems still exist: (1) The quality of the implementation outcomes is uneven; (2) Lack of interdisciplinary literacy; and (3) Insufficient system design and planning capabilities. The possible reason maybe that most students have an information background and have no idea how to properly combine educational theories and learning content in system development. Therefore, it is important to cultivate students to have interdisciplinary literacy that combines information technology and educational applications, so that a more educational and high-quality digital game-based learning system can be developed. In addition, students have relatively insufficient experience in implementing learning systems, so their ability to design and plan the overall system is relatively inadequate. Therefore, this proposal aims to solve the abovementioned problems encountered in the teaching site. Specifically, this proposal employs design-based research approach with the five-stage teaching activity design into the “Digital Game-Based Learning Design” course, including the process of problem analysis, implementation design, implementation repetitive revisions, and implementation outcomes demonstration and reflections. In order to examine students’ learning performance after intervention of design-based research approach in this course, this project implements both quantitative and qualitative research methods to examine the improvements of students’ implementation outcome quality, interdisciplinary literacy, system design and planning ability, and learning attitude, as well as students’ overall experience and feedback of this course.