Evidence from

Students

What do I need to What is a tangible What will this tell me? How would this
Consider? piece of evidence? evidence influence
how you will
implement strategy to
work towards those
positive impacts?
[1] Students’ attitudes can By questionnaires, I By integrating
I need to know be gathered through a may know (1) where conventional teaching
students’ perceptions questionnaire/survey the greatest difficulty styles with DGBL,
towards the subject for teachers to in students may find it
areas (for me those understand students Economics/Commerce easier to accept and
will be better. is perceived and (2) digest abstract
Commerce/Economics Sample survey why is my students knowledge in their
and Music). To be questions may include: feel that way. I may Commerce/Economics
more specific, if I (1) How do you find gain a broad curriculum. Besides
wish to implement a economics/commerce understanding of aligning students’
digital Monopoly in overall? Why? where I can adopt conception of success
my 1 – Super Easy DGBL for a certain in
Commerce/Economic 2 – Easy purpose (e.g., Economics/Commerce
class, I will be 3 – Moderate facilitate student with game objectives
needing students’ 4 – hard conceptual can help remove
attitudes first. 5 – Super hard development). learning barriers too
Knowing is the first Reason(s) _________ (Brom et al., 2009).
step since the (2) Which
standards call for chapter(s)/topic(s) do
knowing my (“your”) you find the most
students (AITSL, difficult? Why?
2017). (3) Which
chapter(s)/topic(s) do
you find the easiest?
Why?
(4) How much
confidence do you
currently have towards
success in learning
Economics/Commerce?
(5) How will you
define your success in
learning
Economics/Commerce?

[2] At this stage a simple This piece of evidence As researchers like

survey can also be a may tell me at least Jääskä & Aaltonen
I will also consider handy resource to two things: One, the (2022) suggested,
students’ prior obtain. Sample students’ self-efficacy
rushing into playing
knowledge and questions like “how towards this strategywithout investigation
experiences of DGBL will you rate your game and two, the in advance may
since both influence literacy? propensity or the hamper learning
on students’ self- 1 – Super low (what is willingness that the because students come
efficacy which may game literacy?) students would like to
in the environment of
have an impact on the 2 – limited try DGBL in learning.DGBL with
actual implementation 3 – quite good insufficient
of DGBL (Wang & 4 – Superb (if you preparation which
Zheng, 2020; Hung et think you are at this may further negatively
al., 2014) level, define indie influence students’
games and edutainment learning and teachers’
with your own words) teaching by imposing
Do you have previous greater challenges
experience of DGBL? (Jääskä & Aaltonen,
Yes 2022). It is therefore
No – what is DGBL? necessary for teachers
If yes in the question to check-in how much
above, what do you effort shall be put in
feel about it?” the scaffolding and
If no in the question preparation process to
above, do you feel like facilitate students’
having it in class? learning via DGBL to
Why? achieve its positive
Yes/No impacts (i.e., path its
way towards mastery
by combining games
with conventional
pedagogy).
[3] Students’ previous Topic tests and/or As mentioned before,
Students’ learning topic tests and/or formative assessment serious games are
capabilities and prior formative assessment tasks show where beneficial towards
subject content could be clues to be students’ knowledge bringing positive
knowledge shall also examined. gaps are – which can learning outcomes like
be considered (Kärki be rooms for DGBL to knowledge retention
et al., 2021). This bridge them. (Riopel et al., 2019).
affects the timing of Thus, viewing past
gameplay. Some papers could help
games shall be played teachers know which
after content is part of knowledge
learned since content should be emphasized
itself is a prerequisite, and which should be
and some are played spent a relatively
before the content as a shorter time or even
preview. Say for an let go. DGBL here
example, if a student may make a
struggles to learn difference to foster
Market Structure, then and enhance student
maybe it does no good learning further.
to implement a digital
Monopoly that fast as
the student lacks prior
knowledge as
prerequisite and may
find playing more
challenging.

Evidence from
Teachers
What do I need to Consider? What is a tangible What will this tell How would this evidence
piece of evidence? me? influence how you will
implement strategy to
work towards those
positive impacts?
[1] This can also be This information I will use this evidence to
I may need to figure out the collected from may tell me the adjust or reflect on my
perceptions/attitudes/feelings teachers in the overall own biases on DGBL. If
from teachers on DGBL and form of interview. perceptions of my prejudice towards
its implementation. Because The interview teachers on their DGBL is solely based on
they directly affect whether consists of open- implementation research rather than my
teachers will carry on this ended questions so of DGBL. own teaching practice, I
strategy or not (Pinder, that teachers can Usually, the ones may have the potential of
2021). Meanwhile, reflect on who have hampering student
according to research, they themselves on their positive attitudes learning and going far
are one of the most crucial own teaching or higher self- beyond the positive
factors that contribute practice. efficacy may tend impacts. Thus, instead of
further on student learning to be more likely holding a biased attitude
(Kaimara et al., 2021). to adopt the in the mindset, I will
strategy into reflect on my actions
classroom first.
context to
facilitate student
learning.
[2] For the teachers By gathering Teachers’ prior
I will also need to consider who already information of knowledge and
teachers’ prior knowledge manage to adopt the evidence, I experiences on DGBL
and experiences on DGBL as DGBL in their may further make a difference in
insufficient of these creates teaching, I may understand how challenges in teaching.
potential barrier on teaching take notes of their DGBL is applied Therefore, I will use this
(Easterling, 2021; Pan et al., lesson plans in what context evidence collected to
2021). followed by a and have a inform my further
series of interview preliminary practice and
questions like perception of understanding on
“Why would you how DGBL goes expanding my game
prefer a DGBL at towards its literacy and relevant
this stage other success. background knowledge
than alternative so that I can know how to
pedagogical

[3]
I also need to consider the
potential classroom
management issues when
implementing the strategy as
classroom management is
one of the perceived
challenges from teachers’
perspective on this practice
(Allsop & Jessel, 2015).
decisions? What facilitate students when I
are your proposes adopt this strategy.
of using DGBL in
your context and
scenario? What’s
your role in
implementing
DGBL? What does
a successful DGBL
look like? What
did you do to
scaffold the
process? How do
you manage to
pick the right
digital games and
integrate them with
the curriculum?
How did you
provide feedback
after the
gameplay?”.
In this part I will In reality this will Classroom management
observe and take tell me some could be a big issue and
notes of what other handy skills of it’s hard to disclose it in
teachers handle tackling brief words. It may only
classroom classroom be dealt with in a case-
management management by-case manner therefore
during the when adopting in order to have a deeper
implementation of DGBL and it will understanding on this
DGBL. also tell me some issue I may need to find
clues about what out the origins of why
the sources of things happen and
classroom impose perhaps
management personalised feedback in
issues will be coping with it in the
when adopting relevant context
DGBL. presented (Yang & Lu,
2021) just like how the
game assesses its players
based on their own
gameplay performances.
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