Discussing the Protagonist Role of Students in Game-Based Learning
summary
Project runs over 18 months with 45 students who design seven DGBL concepts tackling four SDGs using commercial and serious games plus remixing to build podcasts, pen‑and‑paper adventures and workshop materials; students show increased ownership, creativity and tech competency, with some scepticism about educational value but overall positive uptake; evaluation uses peer interviews and reflexive thematic analysis and reports that remixing games concretely fosters a protagonist role in formal classrooms.
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