How can Design-Based Research (DBR) be used in the study of video games, religious literacy, and learning? DBR uses a variety of pragmatically selected mixed methods approaches to design learning interventions. Researchers, working with educators and learners, design and co-design learning artifacts and environments. They analyze those artifacts and environments as they are used by educators and learners, and then iterate based on mixed methods data analysis. DBR is suited for any "rich contextualized setting in which people have agency." (Hoadley 2013) such as formal or informal learning environments.
The case covered in this chapter is a mobile Augmented Reality Game (ARG) called Jewish Time Jump: New York. The game was developed to teach modern Jewish history at the intersection of immigrant, women's, and labor history. The data sets include digital player logs of moves in the field, pre- and post-surveys, semi-structured interviews, and participant observation, including observations of learners in the field recorded on video and audio.
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School of Interactive Games and Media (GCCIS)
Gottlieb, O. (2017). Design-Based Research: Mobile Gaming for Learning Jewish History, Tikkun Olam, and Civics. In V. Šisler, K. Radde-Antweiler, & X. Zeiler (Eds.), Methods for Studying Video Games and Religion (pp. 83–100). Routledge.
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