Co-creating pedagogically informed games for data literacy
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Abstract
This paper explores the co-creation of educational games for data literacy in the DALI project, aiming to enhance adults' data literacy for responsible digital citizenship. It focuses on the design phases and strategies, highlighting their significance in educational game development, as games and playful learning methods are recognized as valuable tools in education, enabling cultural expression, creativity, and exploration while requiring a balance between playfulness and educational goals. The DALI project follows a research-based design process with multidisciplinary teams in education, learning design, and game learning science, drawing on networked learning, activity-centered analysis and design (using the ACAD framework), and connected learning principles. The paper discusses a training strategy that combines design thinking with game design to foster empathy and co-creation, enabling project partners to design games promoting data literacy using existing game mechanics. The final phase focuses on codesigning on codesigning the DALI game-based networked learning strategies (GBNLS). to foster adult data literacy in non-formal contexts, involving multidisciplinary collaboration and leveraging combined creativity. It emphasizes the complexity of co-creation approaches and the value of tools and strategies used, highlighting the relevance of insights from the DALI project for other teams working on similar strategies, ultimately emphasizing the effective engagement of learners and the development of data literacy skills through the integration of pedagogical principles with game design.
Keywords: co-creation, educational games, data literacy, DALI project, pedagogical principles, multidisciplinary collaboration
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