This study examines how a game-based lesson plan can affect students' motivation for schoolwork and their understanding of historical timelines. The study was conducted in a grade five where some students were recorded, interviewed and observed. The result indicates that a game-based lesson plan can affect students' motivation both positively and negatively depending on how the game is designed, and factors that are not directly connected to the game, such as grouping. Factors such as repetition, image support and that the game and grouping enable students to be in the zone of proximal development can be supportive for students learning. The benefits with this game-based lesson plan are that the games are flexible and reusable and can be adapted in different ways. The negative aspects of this game-based lesson plan are that the economy of the school can control which functions the students can use, and an unsuccessful grouping can lead to bad collaboration and unmotivated students.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-204975 |
| Date | January 2024 |
| Creators | Dahlström, Lisen, Anna, Folkestad |
| Publisher | Linköpings universitet, Institutionen för kultur och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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