Game-Based Pedagogy

2022 ◽  
pp. 269-288
Author(s):  
Carol-Ann Lane
Keyword(s):  
Video Games ◽  
Literacy Development ◽  
Meaning Making ◽  
Methodological Approach ◽  
Cultural Knowledge ◽  
Video Gaming ◽  
Cultural Meanings ◽  
Cyber Culture ◽  
Out Of School

Interpretations of the cultural meanings made by each of the boys in the study, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys' literacy development through game-based pedagogy. In this chapter the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. The methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. This chapter addresses some boys' out-of-school video gaming practices for meaning-making and gaining cultural knowledge. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies for cyber culture that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge.

Digitizing Learning

2019 ◽  
pp. 138-161
Author(s):  
Carol-Ann Lane
Keyword(s):  
Online Community ◽  
Meaning Making ◽  
Cultural Knowledge ◽  
Literacy Skills ◽  
Cultural Preservation ◽  
After School ◽  
Video Gaming ◽  
Face To Face ◽  
Alternative Classroom

The adoption of video games as an alternative classroom resource is acknowledged in technology and multiliteracies discourses as a strategy for meaning-making and developing cultural knowledge. This chapter addresses how educators may be informed about strategies that can potentially reinvent traditional literacy pedagogical boundaries and how boys' meaning-making establishes new ways and practices shaping their learning processes. This multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community center and an after-school video club. A number of findings emanating from this study, including the following: (1) boys use their video gaming practices for meaning-making and collaborative efforts; (2) boys apply their cultural knowledge as creative innovators; (3) boys demonstrate peer mentoring through storytelling, face-to-face interactions, or in their online community of practice; (4) boys make meanings using metacognitive literacy skills; and (5) boys focus on cultural preservation and narrative storytelling.

Gambling-like video game practices: A cross-sectional study of links with problem gambling and disordered gaming

2019 ◽  
Author(s):  
David Zendle
Keyword(s):  
Video Games ◽  
Problem Gambling ◽  
Video Game ◽  
Large Scale ◽  
Significant Degree ◽  
Cross Sectional Study ◽  
Video Gaming ◽  
Cross Sectional ◽  
Streaming Services ◽  
Clinically Significant

A variety of practices have recently emerged which are related to both video games and gambling. Most prominent of these are loot boxes. However, a broad range of other activities have recently emerged which are also related to both gambling and video games: esports betting, real-money video gaming, token wagering, social casino play, and watching videos of both loot box opening and gambling on game streaming services like Twitch.Whilst a nascent body of research has established the robust existence of a relationship between loot box spending and both problem gambling and disordered gaming, little research exists which examines whether similar links may exist for the diverse practices outlined above. Furthermore, no research has thus far attempted to estimate the prevalence of these activities.A large-scale survey of a representative sample of UK adults (n=1081) was therefore conducted in order to investigate these issues. Engagement in all measured forms of gambling-like video game practices were significantly associated with both problem gambling and disordered gaming. An aggregate measure of engagement was associated with both these outcomes to a clinically significant degree (r=0.23 and r=0.43). Engagement in gambling-like video game practices appeared widespread, with a 95% confidence interval estimating that 16.3% – 20.9% of the population engaged in these activities at least once in the last year. Engagement in these practices was highly inter-correlated: Individuals who engaged in one practice were likely to engage in several more.Overall, these results suggest that the potential effects of the blurring of lines between video games and gambling should not primarily be understood to be due to the presence of loot boxes in video games. They suggest the existence of a convergent ecosystem of gambling-like video game practices, whose causal relationships with problem gambling and disordered gaming are currently unclear but must urgently be investigated.

Between Madras and Chennai: Narratives of belonging in a post colonial city

2021 ◽  
pp. 002198942199245
Author(s):  
Kavithaa Rajamony ◽  
Jyotirmaya Tripathy
Keyword(s):  
Institutional Change ◽  
Meaning Making ◽  
Fictional Characters ◽  
Cultural Meanings ◽  
Contemporary Culture ◽  
Post Colonial ◽  
Cultural Autonomy ◽  
New Name ◽  
Fictional Narratives ◽  
The City

Fictional narratives on Chennai, after its official conversion from Madras in 1996, offer an intriguing register for exploring ways of belonging. Using a postcolonial framework, the paper closely scrutinizes T. S. Tirumurti’s Clive Avenue and Chennaivaasi (and some other authors invested in Chennai’s contemporary culture) and subjects them to critique as sites of meaning making. An effort is made to explore how these narratives respond to the new reality of Chennai, to what extent they see the city producing a standardized experience, and how the fictional characters corroborate or contest institutional change. In the process, the texts are brought to converse with the postcolonial desire for cultural autonomy, its mediation by a nativist agenda, as well as the ambivalence and contradictions inherent in such a desire. The texts betray the inadequacies of the new name as a stable container of cultural meanings and propose an idea of the city that is internally incoherent and multi-experiential.

Non-religious Players Asking Big Questions: Video Game Worlds Affording Affinities of Meaningful Encounters

2021 ◽  
pp. e20200012
Author(s):  
Heidi Rautalahti
Keyword(s):  
Popular Culture ◽  
Video Games ◽  
Video Game ◽  
Meaning Making ◽  
Qualitative Interview ◽  
Personal Lives ◽  
Interview Method ◽  
Search For Self ◽  
Game Players

The article examines player narratives on meaningful encounters with video games by using an argumentative qualitative interview method. Data gathered among Finnish adult video game players represents narratives of important connections in personal lives, affinities that the article analyzes as further producing three distinctive themes on meaningful encounters. Utilizing a study-of-religion framework, the article discusses meaning making and emerging ways of meaningfulness connected to the larger discussion on the “big questions” that are asked, explored, and answered in popular culture today. Non-religious players talk about intricate and profound contemplations in relation to game memories, highlighting how accidental self-reflections in mundane game worlds frame a continuing search for self.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals On an excursion through EC1: multimodality, ethnography and urban walking

2018 ◽  
Vol 19 (1) ◽  
pp. 55-70
Author(s):  
James Lamb ◽  
Michael Sean Gallagher ◽  
Jeremy Knox
Keyword(s):  
Urban Environment ◽  
Meaning Making ◽  
Methodological Approach ◽  
Full Range ◽  
Ways Of Thinking ◽  
The City ◽  
Critical Interest

In this article we describe and critique a methodological exercise that brings together multimodality, ethnography and walking in order to investigate the city. Drawing on the experience of enacting our methodology in central London, we describe how an openness to the full range of meaning-making phenomena encountered during an unscripted excursion through the city provided ways of thinking critically about our relationship with the city. This research is undertaken against a backdrop of a growing critical interest in the complex and shifting nature of the urban environment, reflected in the range of approaches that investigate how we understand and experience our surroundings. Central to this methodological approach is the intersection of ethnography and multimodality which, when brought together within the device of an unscripted walk, provides valuable opportunities for thinking critically about our surroundings.

We beat the cops in GTA: Po(ludic)al activism in the age of video games

2017 ◽  
Vol 24 (6) ◽  
pp. 623-647 ◽  
Author(s):  
Melike Demirbag-Kaplan ◽  
Begum Kaplan-Oz
Keyword(s):  
Video Games ◽  
Qualitative Approach ◽  
Video Gaming ◽  
Illustrative Case ◽  
Material World ◽  
Material Reality ◽  
Virtual Experiences

This article explores how individuals reflect on their digital experiences of actualizing fantasies to make sense of their everyday actions, particularly in the context of video gaming. Our study takes a qualitative approach to understanding the context of materializing consumer fantasies, as initially experienced and actualized in video games, and how these fantasies are transformed into material reality, through an investigation of an illustrative case of mass street protests, the 2013 Gezi Protests in Turkey. The findings suggest that digital virtual experiences in video games have obvious manifestations in the material world, as consumers travel on the borders of reality, moving back and forth into the liminoid terrain of the digital virtual, and provide a deeper understanding of how the blurred boundaries between the virtual and material are established in practice.

The Persuasive Language of Action

2014 ◽  
pp. 113-129
Author(s):  
Martin van Velsen
Keyword(s):  
Video Games ◽  
Digital Video ◽  
Meaning Making ◽  
Role Playing ◽  
Human Experience ◽  
Digital Rhetoric ◽  
Current Generation ◽  
Role Playing Games ◽  
Body Of Knowledge

Besides the visual splendor pervasive in the current generation of digital video games, especially those where players roam simulated landscapes and imaginary worlds, few efforts have looked at the resources available to embed human meaning into a game's experience. From the art of persuasion to the mechanics of meaning-making in digital video games and table-top role playing games, this chapter investigates the changes and new opportunities available that can extend our understanding of digital rhetoric. Starting with a breakdown of the role of choice, workable models from psychology and the untapped body of knowledge from table-top role playing games are shown to allow game designers to enrich their products with a deeper human experience.

An Overview of Gaming Terminology

2011 ◽  
pp. 24-44
Author(s):  
Clark Aldrich ◽  
Joseph C. DiPietro
Keyword(s):  
Video Games ◽  
Academic Research ◽  
Video Gaming ◽  
Educational Video ◽  
Educational Video Games ◽  
The World

This appendix introduces and defines commonly used terms and phrases from the world of video gaming. It seeks to bridge the gaps between researchers, gamers, and educators so that a more thoughtful and productive conversation may be had. The authors hope that this appendix adds to the understanding of and appreciation for both consumer-based and educational video games, furthers academic research within this field, and serves as a valuable tool for anyone interested in learning more about video games and related terminology. Fifty-two entries are discussed within this appendix serving as a solid, yet not all-encompassing, foundation for future inquiry and discussion.

The Contribution of Videogames to Anti-Social Attitudes and Behaviours amongst Youngsters

2011 ◽  
pp. 237-251
Author(s):  
Olga Albuquerque ◽  
Gillian Grace Moreira
Keyword(s):  
Video Games ◽  
Parental Control ◽  
Social Attitudes ◽  
Video Gaming ◽  
Small Scale ◽  
Age Group ◽  
Simulation Games ◽  
Age And Gender ◽  
Future Studies ◽  
And Gender

Using questionnaires and interviews, the video-gaming habits of 136 youngsters, ranging from the ages of 9 to 15 years, were assessed, taking into consideration their age and gender. It was found that many youngsters are playing games which are not appropriate for their age group, and that long hours are spent at computer screens on these games without parental control or supervision. In fact, most parents do not even know what games their children are playing never mind whether they are rated as suitable for their age group. In addition, differences between boys and girls were significant, allowing us to confirm that boys prefer more action-oriented games while girls choose simulation games. Although the small-scale nature of this study does not allow us to generalise its conclusions, its findings are relevant and can point the way for future studies of this type. The centrality of video games in the lives of children and teenagers today is such that these and the practices they engender need to be taken into account when considering the rise of anti-social, aggressive, and at times violent attitudes and behaviours amongst youngsters.

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