Recent developments in educational technology have led to a renewed interest in the utilisation of user-generated microgames for facilitating learning. The advantages and disadvantages of microgames which have been voluntarily created, modified, shared and used by users on open learning platforms to support learning are not yet clearly understood. The present study explores the strengths and weaknesses of user-generated microgames for assisting learning followed with some recommendations for the development and effective use of microgames from elementary teacher perspectives. This study is exploratory research conducted within the GeoGebra application with the participation of elementary school teachers from Indonesia. The study found that, on the one hand, user-generated microgames have multiple advantages to support learning mainly by their simplicity and short duration gameplay. On the other hand, the games have several disadvantages, especially due to the lack of content directly related to learning objectives and less interesting interfaces. It is recommended for users of open learning platforms to create more targeted microgames respecting a particular learning objective and for teachers to creatively connect games to learning for mastering knowledge, skills, or literacies.

教育技术的最新发展引起了对利用用户生成的微游戏促进学习的新兴趣。用户在开放学习平台上自愿创建、修改、共享和使用以支持学习的微游戏的优缺点尚不清楚。本研究探讨了用户生成的微游戏在辅助学习方面的优势和劣势，然后从小学教师的角度对微游戏的开发和有效使用提出了一些建议。本研究是在 GeoGebra 应用程序内进行的探索性研究，有来自印度尼西亚的小学教师参与。研究发现，一方面，用户生成的微游戏具有多种优势，主要通过其简单性和持续时间短的游戏来支持学习。另一方面，这些游戏有几个缺点，特别是由于缺乏与学习目标直接相关的内容和不太有趣的界面。建议开放学习平台的用户根据特定的学习目标创建更有针对性的微游戏，并建议教师创造性地将游戏与学习联系起来，以掌握知识、技能或素养。