Activity Theory in Digital Game-Based Learning: A Geometry Case Study

Digital game-based learning environments often suffer from rigid, closed structures that limit student agency and pedagogical flexibility. By applying the third generation of Activity Theory and the Expansive Learning framework, educators can transform these environments into dynamic spaces where students function as both players and content creators. This shift in roles fosters higher-order cognitive skills, such as critical thinking and creativity, by moving beyond passive consumption toward active, reflective problem-solving.

A quasi-experimental study involving secondary students and the 3D geometry game GeoBuild demonstrates the efficacy of this dual-role approach. While both groups started with comparable levels of intrinsic motivation and geometric knowledge, the experimental group tasked with building challenges for their peers exhibited a more reflective problem-solving strategy, resulting in fewer gameplay errors. Although the control group achieved slightly higher gains in summative exam scores, the creator group’s ability to navigate complex, peer-generated challenges highlights the potential for authoring-enabled tools to support diverse learning outcomes.

The findings indicate that peer-created content is often more challenging than teacher-designed material, largely due to a current lack of structured scaffolding for student authors. Despite these usability hurdles, the integration of co-creation into digital learning environments remains a viable and effective strategy for enhancing engagement. Future educational game design should prioritize better support systems for both teachers and students to facilitate this collaborative process, ensuring that the transition from player to creator remains a productive and accessible path for developing geometric competence.