How can Design-Based Research (DBR) be used in the study of video games, religious literacy, and learning? DBR uses a variety of pragmatically selected mixed methods approaches to design learning interventions. Researchers, working with educators and learners, design and co-design learning artifacts and environments. They analyze those artifacts and environments as they are used by educators and learners, and then iterate based on mixed methods data analysis. DBR is suited for any "rich contextualized setting in which people have agency." (Hoadley 2013) such as formal or informal learning environments.

The case covered in this chapter is a mobile Augmented Reality Game (ARG) called Jewish Time Jump: New York. The game was developed to teach modern Jewish history at the intersection of immigrant, women's, and labor history. The data sets include digital player logs of moves in the field, pre- and post-surveys, semi-structured interviews, and participant observation, including observations of learners in the field recorded on video and audio.

Publication Date



This is an Accepted Manuscript of a book chapter published by Routledge in Methods for Studying Video Games and Religion on 11-28-2017, available online: http://www.routledge.com/9781138698710

Document Type

Book Chapter

Department, Program, or Center

School of Interactive Games and Media (GCCIS)


RIT – Main Campus