Using Connected Learning Design Principles to Further Co-Create a Critical Speech Therapy Game Jared Duval Therapy can be costly, time-consuming, repetitive, and difficult. Games have the power to teach transferable skills, can turn repetitive tasks into engaging mechanics, have been proven to be effective at delivering various forms of therapy, and can be deployed at large scales. Therapy games represent fertile ground for connected learning. In this work, we collaborate with 7 children with corrected cleft palate aged 2-10 and their parents during their yearly visit to UC Davis Medical center to co-create and evaluate SpokeIt, a speech therapy game. Each of these children come from low socioeconomic statuses with limited access to speech therapy and would benefit from the amplified opportunities of new media in connected learning. Throughout the study, we ran multiple cascading participatory design sessions using design principals of connected learning, which culminated in the design of two new medium fidelity prototypes presented in this paper.
Game Play and Game Design to Enhance Design Thinking in Entrepreneurship Education Wilian Gatti Junior In this conceptual paper, we present a contribution to game-based learning and design thinking which translates to teaching and learning practices. We have designed a pedagogical intervention based on a board game to engage learners and mediate the design thinking learning process in entrepreneurship education. We draw upon the idea that the entrepreneurial activity is intrinsically related to designers’ work. However, this approach requires a change in the way business schools handle design thinking, in particular, its cognitive aspect. Our intervention will allow us to examine learners’ rationality in design thinking by taking three distinctive roles. In the first role, students as gamers will employ their cognition to design and execute their strategy to overcome their opponents considering a general approach and emergent strategies that will arise from changes in the economic scenario and from his/her opponents' decisions. Then, after students have played the game, they will roleplay as designers, working in groups to redesign the played game. In the last role, students as potential entrepreneurs, we will see how learners design a business model that encompasses the product (the game), the technology applied on it, and the customers’ desire. By combining the three roles, it is possible to analyze the design thinking development and cognition applied and the impact of the intervention in students’ comprehension about entrepreneurship. Our pedagogical intervention can be positioned as a mediational artifact to support reflection and analysis with expected positive outcomes for both deep learning and engagement.
