Activity Theory in Digital Game-Based Learning: A Geometry Case Study

Abstract

Digital Game-Based Learning (DGBL) is a complementary methodology to traditional instruction, yet it often faces conceptual and practical limitations in evolving educational environments. These include the closed nature of games and a narrow focus on single competencies. To address these challenges, this study explores DGBL through the third generation of Activity Theory (AT) and applies the Expansive Learning framework. Specifically, we investigate the following research questions: RQ1: ”How does Expansive Learning designed in a game influence the learning experience in terms of learning outcomes and engagement?”, and RQ2: ”How do game challenges created by students impact their peers’ learning experience?”. To answer these questions, a quasi-experimental study was conducted with secondary students, including a control group (players) and an experimental group (players+creators), using GeoBuild, a geometry game based on Expansive Learning principles. Learning outcomes were assessed via pre-and post-tests, motivation and enjoyment through questionnaires, and engagement using in-game analytics and qualitative feedback. Although all students improved their learning outcomes, the control group outscored the experimental group in the final exam. However, they made more errors in peer-created challenges, which were harder than those set by the teacher. Challenge completion rates were similar, and students found the experience engaging, suggesting promising grounds for further research.