User-generated Microgames for Facilitating Learning in Various Scenarios: Perspectives and Preferences for Elementary School Teachers

The practice of microgame-based learning is relatively new and appears to have the potential to facilitate knowledge and skills acquisition in various educational settings. Questions have been raised recently about possible scenarios in which to use microgames for supporting learning and instruction processes. The present study investigates teachers’ perspectives and preferences for using user-generated microgames

Defining Microgames in Education Context

The concept of microgaming in education is relatively new and it has evident potential for supporting learning in various learning environments. However, there is little consensus in the education literature on how micro-games are defined. The present article proposes a conceptual definition of microgames by considering related terms and learning approaches in education. Microgames in

The Strengths and Weaknesses of User-Generated Microgames for Assisting Learning

Recent developments in educational technology have led to a renewed interest in the utilisation of user-generated microgames for facilitating learning. The advantages and disadvantages of microgames which have been voluntarily created, modified, shared and used by users on open learning platforms to support learning are not yet clearly understood. The present study explores the strengths

Towards User-generated Microgames for Supporting Learning: An Investigative Exploration

Educational games have great potential for learning, however, the potential of user-generated microgames for supporting learning is still not completely understood. The present study reviews the design quality of user-generated microgames based on microgame design fundamentals and explores the potential of the games for facilitating learning from the perspective of elementary teachers in terms of