scholarly journals HYPE SOURCE: G Fuel’s Contemporary Gamer Persona and its Navigation of Prestige and Diversity

2021 ◽  
Vol 6 (2) ◽  
pp. 22-37
Author(s):  
Sian Tomkinson ◽  
Jordana Elliott
Keyword(s):  
Energy Drink ◽  
Identity Performance ◽  
Game Based Learning ◽  
Athletic Activity ◽  
Physical Energy ◽  
Learning Game ◽  
Live Action

G Fuel, an energy drink marketed towards gamers, performs a ‘contemporary’ gamer persona to interact with its audience, drawing upon an array of gaming influencers to appeal to fans of these figures. Specifically, this contemporary gamer persona builds upon the ‘geeky’ male gamer identity that has been constructed by marketers and adopted by players, utilising elements of esport such as skilfulness and focus. However, this persona also reimagines the gamer identity in alternative ways, such as gaming as an athletic activity – one that requires much mental and physical energy—and as an activity that connects players to others, and is exciting and glamourous, evocative of the lifestyles of gaming influencers. Thus, the contemporary gamer persona signals that there has been a shift in the popular discourses surrounding the ‘gamer’ identity in specific gaming micro-publics. The energy drink company G-Fuel is aware of this shift and strengthens this persona by forming partnerships with gamer microcelebrities and influencers. In this article, we find that in G Fuel’s construction and maintenance of the contemporary gamer persona, they seek to appeal to the wider gaming audience, but must constantly negotiate a balance between popular but controversial influencers and a commitment to diversity learner personas playful identity performance game-based learning game-making live action roleplay

Designing With Game-Based Learning: Game Mechanics From Middle School to Higher Education

2017 ◽  
Vol 48 (6) ◽  
pp. 814-831 ◽  
Author(s):  
Larysa Nadolny ◽  
Zina Alaswad ◽  
Dennis Culver ◽  
Wei Wang
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Game Based Learning ◽  
Game Mechanics ◽  
Learning Game

scholarly journals Instructional design in game based learning and applications used in educational systems

2018 ◽  
Vol 12 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Damir Vusić ◽  
Robert Geček
Keyword(s):  
Instructional Design ◽  
Methodological Approach ◽  
Instructional Support ◽  
Educational Systems ◽  
Game Based Learning ◽  
Research Papers ◽  
Positive Effects ◽  
Learning Game ◽  
The Subject ◽  
Insight Into

The paper examines literature on the subject of instructional design and game based learning with the aim of identifying its positive effects and impact on users. Special attention was given to learning, encouragement and development of skills acquired through the use of game based learning. Game based learning is considered to be a complex system that requires instructional support geared towards stimulating cognitive processes. Several empirical research papers which provide insight into this field of interest have been chosen. The second set of papers provides confirmation accompanied with an analysis of instructional support as a function of the learning support. Also included were recent works which indicated the need for further research and the heterogeneity of the existing research. Other works complemented the unit and are mutually interconnected by a methodological approach providing insight into the issues that should be investigated in the future.

Representational Inquiry Competences in Science Games

2010 ◽  
pp. 280-297 ◽  
Author(s):  
Rikke Magnussen
Keyword(s):  
Empirical Study ◽  
Scientific Inquiry ◽  
Visual Representations ◽  
Game Based Learning ◽  
Criminal Cases ◽  
Forensic Practice ◽  
Learning Game ◽  
Tenth Grade

This chapter considers the enactment of competences in a particular science learning game Homicide, which is played in lower secondary schools. Homicide is a forensic investigation game in which pupils take on the role of police experts solving criminal cases in the space of one week. The Homicide game-based learning environment was designed with the aim of supporting scientific inquiry through a simulation of elements of a professional forensic practice situation. The game is thus designed to support work with genuine scientific inquiry and to meet the seventh- to tenth grade curriculum objectives for science and Danish education in Danish schools. This chapter presents the results of a long-term empirical study conducted with four school classes who played the game. The focus of the study has been to understand what competences are enacted when a professional inquiry is played out in schools. The chapter considers how students constructed visual representations of the cases they investigated and how they used these representations to establish hypotheses and evidence. The term ‘representational inquiry competences’ is developed; it refers to the students’ ability to construct, productively use, transform and criticize visual representations as an integrated part of conducting an inquiry in the science game.

scholarly journals What Leads to Player’s Enjoyment and Achievement in a Mobile Learning Game?

2017 ◽  
Vol 56 (3) ◽  
pp. 344-368 ◽  
Author(s):  
Achraf Touati ◽  
Youngkyun Baek
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Final Analysis ◽  
Perceived Competence ◽  
Strong Impact ◽  
Game Based Learning ◽  
Academic Context ◽  
Mobile Game ◽  
Proposed Model ◽  
Learning Game

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and gaming achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning outcomes when using mobile learning games in the academic context.

Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study

2017 ◽  
Vol 48 (4) ◽  
pp. 435-454 ◽  
Author(s):  
Marcin Wardaszko ◽  
Błażej Podgórski
Keyword(s):  
Comparative Study ◽  
Mobile Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Factual Knowledge ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Games ◽  
Initial Learning ◽  
Learning Game

Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.

scholarly journals Iterative Didactic Design of Serious Games_Wagner_Wernbacher

2020 ◽  
Author(s):  
Michael G. Wagner ◽  
Thomas Wernbacher
Keyword(s):  
Design Methodology ◽  
Future Research ◽  
Game Based Learning ◽  
Game Development ◽  
Iterative Design ◽  
Award Winning ◽  
Novel Approach ◽  
Learning Game ◽  
Identity Model ◽  
Classroom Use

In this paper we present a novel approach for the development of serious games that integrates elements from instructional design with the iterative design methodology used in commercial game development. Our approach is motivated through a theoretical model of game based learning that borrows key concepts from Heinz Von Foerster’s epistemology of radical constructivism and James Paul Gee’s three-identity model. We furthermore detail how our approach was used in the development of Ludwig, an award winning physics learning game for middle school classroom use. An evaluation of how our method proved successful in the development of Ludwig along with an outlook on future research concludes this paper.

scholarly journals Riska Nurtantyo Sarbini Integrasi Permodelan Game Content Model Pada Game Based Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Riska Nurtantyo Sarbini ◽  
Indah Yuni Astuti ◽  
Tri Handayani
Keyword(s):  
Game Based Learning ◽  
Content Model ◽  
Learning Game

Abstrak–Permainan digital menjadi salah satu inovasi yang terus menjadi pilihan yangmemberikan pengalaman dan membuka wacana sesuai dari pesan yang ingin disampaikan olehpembuat game tersebut. Secara implisit pesan tersebut secara tidak langsung memiliki pengaruhterhadap pemahaman pemain. Di dalam Game-Based Learning terdapat lingkungan pembelajaranberbasis permainan yang dapat menginspirasi siswa untuk belajar, dan memberikan para siswakesempatan belajar yang besar untuk meningkatkan pembelajaran mereka. Salah satu alasanbahwa game berbasis pembelajaran memiliki sejumlah karakteristik yang melibatkan siswa danmenawarkan pengalaman belajar yang menyenangkan. Dipadukan dengan formalitas dalampembuatan game agar membuat permainan semakin bagus.Formalitas Game Content Model merupakan ontologi permainan dari sudut pandangkonten interaktif. terdiri dari model yang mewakili aspek inti dari sebuah game yang seriustermasuk definisi objek, atribut, perilaku, hubungan dengan seni dan komponen pustaka game,peristiwa dan perkembangan, pembangunan situasi yang terdiri dari karakter, objek, tujuan,peristiwa dan masalah yang harus diselesaikan melalui gameplaying.Penelitian berfokus pada pengembangan media pembelajaran digital berupa game basedlearning dengan integrasi dengan game content model sebagai formalitas dalam pembuatan gameagar memiliki lingkup permainan yang serius..Kata Kunci—Game-Based Learning, Game Content Model.

scholarly journals Navigating the Tensions of Innovative Assessment and Pedagogy in Higher Education

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Jennifer Lock ◽  
Beaumie Kim ◽  
Kim Koh ◽  
Gabrielle Wilcox
Keyword(s):  
Higher Education ◽  
Pedagogical Practices ◽  
Technology Enhanced Learning ◽  
Game Based Learning ◽  
Learning Game ◽  
Institutional Structures ◽  
Case Based Learning ◽  
Enhanced Learning ◽  
Great Focus ◽  
Case Based

Innovative practice in a classroom adds challenges and tensions to programs and institutional structures in higher education. With the recent emphasis on curricula reform, there is a great focus on assessment and pedagogical practices to support student learning. To illustrate the tensions arising from these efforts, we present four pedagogical and assessment innovation approaches using both Shulman’s (2005) Signature Pedagogies and Tatar’s (2007) Design Tensions frameworks. The four approaches include problem-based learning, game-based learning, case-based learning, and technology-enhanced learning. A narrative for each approach examines and addresses tensions using Shulman’s (2005) surface, deep and implicit structures. We argue that there is an interconnected complexity and conflicting visions among the micro- (e.g., classroom or practicum), meso- (e.g., program), and macro- (e.g., institution) levels. We acknowledge that dynamic tensions continually exist and needs to be thoughtfully navigated in support of innovative assessment and pedagogies in higher education. Dans l’enseignement supérieur, les pratiques innovatrices en salle de classe ajoutent des défis et des tensions aux programmes et aux structures institutionnelles. Suite à l’importance accrue récemment attachée à la réforme des programmes d’études, l’accent est mis sur l’évaluation et les pratiques pédagogiques pour soutenir l’apprentissage des étudiants. Afin d’illustrer les tensions qui découlent de ces efforts, nous présentons quatre approches de pédagogie et d’évaluation innovatrices qui font appel à la fois aux cadres de Shulman, Signature Pedagogies (2005), et à ceux de Tatar, Design Tensions (2007). Les quatre approches comprennent l’apprentissage par problèmes, l’apprentissage fondé sur le jeu, l’apprentissage basé sur des cas et l’apprentissage amélioré par les technologies. Chaque approche est examinée et traite des tensions qui en découlent en faisant appel aux structures de surface, profondes et implicites de Shulman (2005). Nous soutenons qu’il existe une complexité inter-connectée et des visions conflictuelles aux niveaux micro (par ex. en salle de classe ou durant les stages), meso (par ex. dans les programmes) et macro (par ex. au niveau de l’établissement). Nous reconnaissons que les tensions dynamiques existent de façon continue et doivent être soigneusement examinées pour soutenir l’évaluation et les pédagogies innovatrices dans l’enseignement supérieur.

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