Activity Theory in Digital Game-Based Learning: A Geometry Case Study

Digital Game-Based Learning (DGBL) is a complementary methodology to tra-ditional instruction, yet it often faces conceptual and practical limitations inevolving educational environments. These include the closed nature of gamesand a narrow focus on single competencies. To address these challenges,...

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Detalles Bibliográficos
Autores: Sors Vidal, Oriol, Puig Puig, Anna, Rodríguez Santiago, Inmaculada
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/224960
Acceso en línea:https://hdl.handle.net/2445/224960
Access Level:acceso abierto
Palabra clave:Aprenentatge basat en el joc
Interacció persona-ordinador
Disseny de videojocs
Jocs seriosos
Game-based learning
Human-computer interaction
Video games design
Serious games
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spelling Activity Theory in Digital Game-Based Learning: A Geometry Case StudySors Vidal, OriolPuig Puig, AnnaRodríguez Santiago, InmaculadaAprenentatge basat en el jocInteracció persona-ordinadorDisseny de videojocsJocs seriososGame-based learningHuman-computer interactionVideo games designSerious gamesDigital Game-Based Learning (DGBL) is a complementary methodology to tra-ditional instruction, yet it often faces conceptual and practical limitations inevolving educational environments. These include the closed nature of gamesand a narrow focus on single competencies. To address these challenges, thisstudy explores DGBL through the third generation of Activity Theory (AT)and applies the Expansive Learning framework. Specifically, we investigatethe following research questions: RQ1:”How does Expansive Learning de-signed in a game influence the learning experience in terms of learning out-comes and engagement?”, and RQ2:”How do game challenges created by stu-dents impact their peers’ learning experience?”. To answer these questions,a quasi-experimental study was conducted with secondary students, includinga control group (players) and an experimental group (players+creators), usingGeoBuild, a geometry game based on Expansive Learning principles. Learn-ing outcomes were assessed via pre- and post-tests, motivation and enjoymentthrough questionnaires, and engagement using in-game analytics and qualitativefeedback. Although all students improved their learning outcomes, the controlgroup outscored the experimental group in the final exam. However, they mademore errors in peer-created challenges, which were harder than those set by theteacher. Challenge completion rates were similar, and students found the expe-rience engaging, suggesting promising grounds for further research.Serious Games Society2025202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion23 p.application/pdfhttps://hdl.handle.net/2445/224960Articles publicats en revistes (Matemàtiques i Informàtica)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.17083/ijsg.v12i2.916International Journal of Serious Games, 2025, vol. 12, num.2, p. 91-113https://doi.org/10.17083/ijsg.v12i2.916cc-by-nc-nd (c) Sors, O. et al., 2025http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2249602026-05-29T05:05:01Z
dc.title.none.fl_str_mv Activity Theory in Digital Game-Based Learning: A Geometry Case Study
title Activity Theory in Digital Game-Based Learning: A Geometry Case Study
spellingShingle Activity Theory in Digital Game-Based Learning: A Geometry Case Study
Sors Vidal, Oriol
Aprenentatge basat en el joc
Interacció persona-ordinador
Disseny de videojocs
Jocs seriosos
Game-based learning
Human-computer interaction
Video games design
Serious games
title_short Activity Theory in Digital Game-Based Learning: A Geometry Case Study
title_full Activity Theory in Digital Game-Based Learning: A Geometry Case Study
title_fullStr Activity Theory in Digital Game-Based Learning: A Geometry Case Study
title_full_unstemmed Activity Theory in Digital Game-Based Learning: A Geometry Case Study
title_sort Activity Theory in Digital Game-Based Learning: A Geometry Case Study
dc.creator.none.fl_str_mv Sors Vidal, Oriol
Puig Puig, Anna
Rodríguez Santiago, Inmaculada
author Sors Vidal, Oriol
author_facet Sors Vidal, Oriol
Puig Puig, Anna
Rodríguez Santiago, Inmaculada
author_role author
author2 Puig Puig, Anna
Rodríguez Santiago, Inmaculada
author2_role author
author
dc.subject.none.fl_str_mv Aprenentatge basat en el joc
Interacció persona-ordinador
Disseny de videojocs
Jocs seriosos
Game-based learning
Human-computer interaction
Video games design
Serious games
topic Aprenentatge basat en el joc
Interacció persona-ordinador
Disseny de videojocs
Jocs seriosos
Game-based learning
Human-computer interaction
Video games design
Serious games
description Digital Game-Based Learning (DGBL) is a complementary methodology to tra-ditional instruction, yet it often faces conceptual and practical limitations inevolving educational environments. These include the closed nature of gamesand a narrow focus on single competencies. To address these challenges, thisstudy explores DGBL through the third generation of Activity Theory (AT)and applies the Expansive Learning framework. Specifically, we investigatethe following research questions: RQ1:”How does Expansive Learning de-signed in a game influence the learning experience in terms of learning out-comes and engagement?”, and RQ2:”How do game challenges created by stu-dents impact their peers’ learning experience?”. To answer these questions,a quasi-experimental study was conducted with secondary students, includinga control group (players) and an experimental group (players+creators), usingGeoBuild, a geometry game based on Expansive Learning principles. Learn-ing outcomes were assessed via pre- and post-tests, motivation and enjoymentthrough questionnaires, and engagement using in-game analytics and qualitativefeedback. Although all students improved their learning outcomes, the controlgroup outscored the experimental group in the final exam. However, they mademore errors in peer-created challenges, which were harder than those set by theteacher. Challenge completion rates were similar, and students found the expe-rience engaging, suggesting promising grounds for further research.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/224960
url https://hdl.handle.net/2445/224960
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.17083/ijsg.v12i2.916
International Journal of Serious Games, 2025, vol. 12, num.2, p. 91-113
https://doi.org/10.17083/ijsg.v12i2.916
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Sors, O. et al., 2025
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Sors, O. et al., 2025
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 23 p.
application/pdf
dc.publisher.none.fl_str_mv Serious Games Society
publisher.none.fl_str_mv Serious Games Society
dc.source.none.fl_str_mv Articles publicats en revistes (Matemàtiques i Informàtica)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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