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Designing games, developing competencies: elementary students’ engagement with ISTE standards through playful participatory game design using the GSFG framework
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DOI：10.1080/15391523.2026.2683791.png)
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Abstract
En 中文
This design-based research study examines how the Go-Show-Flow-Glow (GSFG) framework supports elementary students’ engagement with ISTE Standards for Students through participatory game design. Twenty-three third-grade students designed educational games about the Dust Bowl during a five-day implementation. Thematic analysis of 540 coded instances revealed differential engagement across ISTE Standards: Innovative Designer dominated (34%), followed by Knowledge Constructor (16%) and Creative Communicator (14%), while Digital Citizen received minimal attention (<1%). Findings indicate structured classroom design, such as the GSFG framework, can support standards-based learning while maintaining student agency, contributing empirical evidence that design constraints scaffold rather than limit elementary students’ creative engagement.
Keywords:
Design-based research
game design
ISTE Standards
participatory design
design thinking
elementary education
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