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<p>Primary education STEAM projects often remain organized by subject boundaries, and classroom technology is frequently used for delivery rather than student authorship. This article presents a design-based study of a maker-oriented project in which Grade 5 students redesigned strategy games through digital design, digital fabrication, and QR-linked documentation. Working in small teams, students analyzed existing games, redesigned boards and pieces with accessible 2D and 3D design tools, fabricated components via laser cutting and 3D printing, and created rule guides and short videos in the languages they were learning for peer users. Evidence for reflection included student artifacts, documentation, and observations during classroom playtesting and a student-led board game club. Across phases, students revised rules and materials in response to play, adopted differentiated design roles, and used documentation to support independent use by others. The article offers design principles for integrating maker tools to support authorship, iteration, and learning that extends into informal school spaces.</p>

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How Can Strategy Games Teach Design Thinking in Primary Education? A Design-based Study of Maker-oriented STEAM Learning Through Game Redesign

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月1日

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  • Elena Vercher Ribis,
  • Josep Holgado García

摘要

Primary education STEAM projects often remain organized by subject boundaries, and classroom technology is frequently used for delivery rather than student authorship. This article presents a design-based study of a maker-oriented project in which Grade 5 students redesigned strategy games through digital design, digital fabrication, and QR-linked documentation. Working in small teams, students analyzed existing games, redesigned boards and pieces with accessible 2D and 3D design tools, fabricated components via laser cutting and 3D printing, and created rule guides and short videos in the languages they were learning for peer users. Evidence for reflection included student artifacts, documentation, and observations during classroom playtesting and a student-led board game club. Across phases, students revised rules and materials in response to play, adopted differentiated design roles, and used documentation to support independent use by others. The article offers design principles for integrating maker tools to support authorship, iteration, and learning that extends into informal school spaces.