26th International Conference on Computers in Education
Abstract
In this paper, we discuss some of the results of a participatory design workshop
used to elicit design guidelines for an education game for phonemic awareness intended for
use by disadvantaged students. Using a grounded theory approach, we analyze facilitators’
observations from the workshop and related findings to well-established game design
guidelines. We were able to align facilitators’ observations with these guidelines in order to
prescribe ways to support student participation, mitigate student disengagement, support
various team roles and dynamics, and accommodate a variety of game play strategies