The document discusses a study on using Kodu GameLab to enhance teaching and learning for primary school pupils in Patamaki, Finland. The study uses a mixed methods approach including observation and questionnaires to examine how pupils interact with peers and teachers when using Kodu. Results found that Kodu provides opportunities for student-student and student-teacher interaction, helps students learn in various situations, and enhances scaffolding, critical thinking, creativity, and self-motivation.

1. The use of Kodu GameLab as a Tool to Enhance
Teaching-Learningprocess of Pupil in Primay
School
Arilesere Fatiu .O.
LET Master’s Pogramme
Case Study Patamki Primary School

2. Introduction
• This study is based on two theorectical framework
• Collaborative Learning (CL) and
• Collaborative-Supported Collaborative Learning (CSCL)
• The subject of my study are pupils in Patamaki primary who are age range 7-
12 years old. Patamaki primary school is a part of the Maikkula
comprehensive school in the city of Oulu

3. Intro. Cont.
• Kodu to allow children to actively engage with computers rather
than been passive.
• The core of Kodu Game Lab is its intuitive user interface
• (Microsoft) describe Kodu Game Lab as being ‘… designed to be
accessible for children and enjoyable for anyone
• Computer-assisted learning is known to be an effective tool for
improving learning in both adults and children

4. Intro………
Aims
To enhance the interaction process of pupils using Kodu game lab.
Question?
How does the students interact with their peers when using kodu game?
How does the use of kodu game allow peers reflection?
How does the students interact with their teachers when using kodu game?

5. MethodsThe study employed the mixed method with observation and questionnaire
administration to collect data on the use and impact of Kodu tool on the learning
of pupils in the selected public school Patamaki.
Observation
Using video camera to capture students involvement
Questionnaires administration
A easy and simple questions is provided considering the age of the student.

6. Results
General result
• Gives opportunity for students-student and students-teacher interaction
Sub results
• Helps student learn so many suituations
• to enhance scaffolding process of the teacher

7. Implications
• Development of critical thinking process of the pupils
• Development of pupils creative ability
• enhancement productive learning
• to enhance the pupils self-motivation skills

8. references
• Serious games as new educational tools: how effective are
they? A meta-analysis of recent studies jcal_489 207..219 C.
Girard,* J. Ecalle* & A. Magnan†
• The impact of web 2.0 technologies in the classroom
(KnowledgeBank: Next Generation research report Kodu
excerpt December, 2009)
• Dillenbourg P. (1999) What do you mean by collaborative
leraning?. In P. Dillenbourg (Ed)
• Computer Supported Collaborative Learning: Foundations for
a CSCL community
• http://hal.archives-
ouvertes.fr/docs/00/19/02/30/PDF/Dillenbourg-Pierre-
2002.pdf