Towards the Development of a Computer-based Game for Phonemic Awareness

Abstract

In this paper, we discuss some of the results of a participatory design workshop used to elicit design guidelines for an education game for phonemic awareness intended for use by disadvantaged students. Using a grounded theory approach, we analyze facilitators’ observations from the workshop and related findings to well-established game design guidelines. We were able to align facilitators’ observations with these guidelines in order to prescribe ways to support student participation, mitigate student disengagement, support various team roles and dynamics, and accommodate a variety of game play strategies.