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RESEARCH PAPER
Mobile Games for Negotiated-Play and Decision-Making in Health Literacy
1
Center for Social Innovation, CYPRUS
2
University of Groningen, NETHERLANDS
3
CARDET - University of Nicosia, Nicosia, CYPRUS
Publication date: 2020-06-20
EURASIA J. Math., Sci Tech. Ed 2020;16(9):em1873
KEYWORDS
ABSTRACT
The purpose of this qualitative case study study is to examine the ways in which mobile
videogames can be used in non-formal educational environments, to support students to develop
decision-making skills through negotiated play. In the context of this study, the health literacy
mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented
in an afterschool setting in southern Europe. In this study we explored how secondary school
students negotiate meaning, make decisions, and interpret the consequences in a non-formal
education context, through an interpretive symbolic-interactive framework. The data included
individual interviews with students, field-notes, and video-based student-groups’ interactions.
These were analyzed with the use of open coding techniques. The analysis of the data resulted in
the following three assertions: (a) The technical affordances of the game such as sound, usability,
rating system, and visuals, are vital features that defined the quality of play and learning
experience; (b) The narrative of the game guided the learning game-play experience of the
students; and, (c) Students perceived that their engagement in the game facilitated their
collaboration and decision-making. These are discussed alongside recommendations for game
design for supporting negotiated play and decision-making.
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