Abstract
This paper presents results emerged from the ENAbLE project. The project was focused on the development of a Geogaming app - the OriGami tool – with the intention of contributing to students’ spatial literacy. The app was developed by a multidisciplinary team (educational researchers, experts in technology, experts in Geography; and teachers and students from a Portuguese school. Following a case study, data was collected (2015 to 2017) in order to evaluate the usability of the OriGami tool and to identify the impact of the project (e.g., development of spatial literacy of students). Following a research-based-design approach, teachers and students were involved in the evaluation process of the app. Potentials, constrains and suggestions for improvement of the OriGami tool emerged through the monitoring activities (e.g., usability tests, virtual meetings and teacher-training workshops with students and teachers). Results showed that the coordinator’ leadership, and the active involvement of project’s team, allowed to sustain the outcomes of the project (e.g., the involvement of teachers and students of this school in upcoming projects focused on the development of spatial literacy).
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Acknowledgments
This work was financially supported by the European Commission within the Erasmus+ program (2014–2017, VGSPSNW140007143) and by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project UID/CED/00194/2013.
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Carlos, V., Moreira, A., Guerra, C. (2019). Fostering Geogaming Pedagogical Integration: A Case Study Within a Portuguese School. In: Costa, A., Reis, L., Moreira, A. (eds) Computer Supported Qualitative Research. WCQR 2018. Advances in Intelligent Systems and Computing, vol 861. Springer, Cham. https://doi.org/10.1007/978-3-030-01406-3_26
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