Interplay of Form and Function in Learners’ Re-Designed Games within a STEM Classroom
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.007 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".