Adolescents Teaching Video-Game Making—Who is the Expert Here?

2009 ◽  
pp. 345-356
Author(s):  
Kathy Sanford ◽  
Leanna Madill
Keyword(s):  
Video Games ◽  
Focus Groups ◽  
Learning Environments ◽  
Video Game ◽  
Participant Observation ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Repeated Interviews ◽  
Teaching Video ◽  
Knowledge Of Content

This chapter describes a study conducted with nine adolescents hired to instruct week-long video game making camps over the course of one summer and the subsequent fall, working with younger children ages 9-12. Data was collected through participant observation, repeated interviews, and focus groups with the participant adolescent teachers. By engaging in teaching as well as playing, these youth have had greater opportunities to critically reflect on their learning, assessing the value of the technical and ideological approaches to video games. Several themes emerged as we reviewed the discussions we had with the instructors, related to knowledge of content, issues of management of learning environments, and learning how to teach. In this chapter we hope to point to the importance of the cultural and subcultural capital that adolescents bring to learning experiences, in order to better utilize their expertise and to recognize ‘texts’ such as video games as sites of meaningful learning.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games

2013 ◽  
pp. 578-597
Author(s):  
Ángel del Blanco ◽  
Javier Torrente ◽  
Pablo Moreno-Ger ◽  
Baltasar Fernández-Manjón
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Adaptive Learning ◽  
Educational Games ◽  
Digital Games ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Centered ◽  
Adventure Game

The rising acceptance of Virtual Learning Environments (VLE) in the e-Learning field poses new challenges such as producing student-centered courses that can be automatically tailored to each student's needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players' activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter, the authors discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. Authors also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. The chapter presents a case study with the implementation of the architecture in the “e-Adventure” game authoring platform, along with three examples of video game integration in educational settings.

PBL as a Framework for Implementing Video Games in the Classroom

2012 ◽  
Vol 2 (1) ◽  
pp. 77-89 ◽  
Author(s):  
William R. Watson ◽  
Jun Fang
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Structured Learning ◽  
Game Based Learning ◽  
Implementation Framework ◽  
Games For Learning ◽  
Growing Body ◽  
Literature Base ◽  
Effective Use

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

Guild Wars 2, the Frankfurt School and Dialectical Fairy Scenes: A Critical Approach Towards Massively Multiplayer Online Video Games

2016 ◽  
Vol 13 (6) ◽  
pp. 547-567
Author(s):  
Mattias van Ommen
Keyword(s):  
Video Games ◽  
Video Game ◽  
Participant Observation ◽  
Frankfurt School ◽  
Critical Study ◽  
Online Video ◽  
Critical Approach ◽  
Production And Distribution ◽  
Online Video Games ◽  
Massively Multiplayer

In this study, I use a revised approach of the Frankfurt School in order to critically assess a recent massively multiplayer online video game, Guild Wars 2. Starting with a brief historical overview of the Frankfurt School, I proceed by applying a revision of the school’s main contributions to analyzing Guild Wars 2. This includes an integration of processes of production and distribution, various levels of textual analysis, and audience reception. My main method of investigation is long-term participant observation, and throughout the article, I will argue for the use of such qualitative methods in the critical study of video games. Doing this, I have found that Guild Wars 2 offers a complex experience with enormous appeal and creative potential, while at other times being surprisingly restrictive, culminating in what Walter Benjamin would call a dialectical fairy scene.

Self-Regulated Learning in Video Game Environments

2009 ◽  
pp. 738-756 ◽  
Author(s):  
Nicholas Zap ◽  
Jillianne Code
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Authentic Learning ◽  
Design Strategies ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Regulated Learning ◽  
Electronic Games ◽  
Game Environments

Video games engage players in rapid and complex interactions of self-regulatory processes. The way individuals regulate their cognitive, affective, and behavioral process while playing electronic games, relates to their ability to cope with the onslaught of information that electronic games require for their mastery. The psychological factors that produce self-regulated learning are explored as they relate to a player’s intentionality, interest, aptitude, motivation, goal-setting, and affect while playing games. A discussion of video games as authentic learning environments looks at the roles of student initiated learning in authentic contexts and specific design strategies are outlined. Practical learning strategies that promote SRL are presented to facilitate the use of conscious self-regulatory skills that students can implement in these authentic learning environments. This chapter opens the discussion of the role of self-regulated learning in video game environments and its impact in the field of educational gaming.

Designing Curricular Games

2022 ◽  
pp. 1760-1779
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

Enhancing Adaptive Learning and Assessment in Virtual Learning Environments with Educational Games

2012 ◽  
pp. 144-163 ◽  
Author(s):  
Ángel del Blanco ◽  
Javier Torrente ◽  
Pablo Moreno-Ger ◽  
Baltasar Fernández-Manjón
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Adaptive Learning ◽  
Educational Games ◽  
Digital Games ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Student Centered ◽  
Adventure Game

The rising acceptance of Virtual Learning Environments (VLE) in the e-Learning field poses new challenges such as producing student-centered courses that can be automatically tailored to each student’s needs. For this purpose digital games can be used, taking advantage of their flexibility (good video games always try to adapt to different players) and capabilities to stealthily track players’ activity, either for producing an accurate user model or enhancing the overall assessment capabilities of the system. In this chapter, the authors discuss the integration of digital games in Virtual Learning Environments and the need of standards that allow the interoperable communication of games and VLE. Authors also present a middle-ware architecture to integrate video games in VLEs that addresses the technical barriers posed by the integration. The chapter presents a case study with the implementation of the architecture in the “e-Adventure” game authoring platform, along with three examples of video game integration in educational settings.

Computational Thinking in Constructionist Video Games

2016 ◽  
Vol 6 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David Weintrop ◽  
Nathan Holbert ◽  
Michael S. Horn ◽  
Uri Wilensky
Keyword(s):  
Video Games ◽  
Learning Environments ◽  
Video Game ◽  
Design Theory ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Game Play ◽  
The Core ◽  
Exciting Opportunity ◽  
Core Activity

Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing learners' computational thinking skills. These games blend features of conventional video games with learning and design theory from the constructionist tradition, making the construction of in-game artifacts the core activity of gameplay. Along with defining the constructionist video game, the authors present three design principles central to thier conception of the genre: the construction of personally meaningful computational artifacts, the centrality of powerful ideas, and the opportunity for learner-directed exploration. Using studies conducted with two constructionist video games, the authors show how players used in-game construction tools to design complex artifacts as part of game play, and highlight the computational thinking strategies they engaged in to overcome game challenges.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

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