Interplay of Form and Function in Learners’ Re-Designed Games within a STEM Classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Re-designing games facilitates interest-driven learning and immerses learners in systems thinking.However, there are limited studies into how formal and functional aspects of designing tabletop games inform and influence learners design decisions and help them learn in distinct ways.This study delves into this by involving third and fourthgrade students in the process of re-designing a tabletop game, Triominos.We take a mixed methods approach and investigate occasions that emergence of form influences learners' decisions on functional aspects of their re-designed games and helps them learn in distinct ways.The research was conducted within a STEM classroom in a primary school in western Canada.Data include classroom videos, images of students' work-in-progress, and final game designs.We describe the ways through which learners translate their formal ideas into functional mechanics.Outcomes show interplay of formal and functional aspects engage learners with mathematical concepts, challenges, and connections in novel systematic ways.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it