Unpacking the Domains and Practices of Game-Oriented Learning
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Unpacking the Domains and Practices of Game-Oriented Learning. / Hanghøj, Thorkild; Misfeldt, Morten; Bundsgaard, Jeppe; Fougt, Simon Skov.
Games and Education. ed. / Hans Christian Arnseth; Thorkild Hanghøj; Morten Misfeldt; Thomas Duus Henriksen; Staffan Selander; Robert Ramberg. Brill, 2018. p. 29–46 (Gaming Ecologies and Pedagogies Series, Vol. 2).Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - Unpacking the Domains and Practices of Game-Oriented Learning
AU - Hanghøj, Thorkild
AU - Misfeldt, Morten
AU - Bundsgaard, Jeppe
AU - Fougt, Simon Skov
PY - 2018
Y1 - 2018
N2 - Using games for learning tends to blur boundaries across across in- and out-of-school domains. In this way, it becomes difficult to describe and understand the meaning-making processes involved in game-oriented learning. In this chapter, we present the analytical framework of scenario-based education, which can be used to explore the translation processes and framings in relation to using game-oriented learning designs. The framework is used to analyse two empirical cases. The first case concerns the use of two different types of computer games (the serious game Global Conflicts: Latin America and the horror game Penumbra) in formal education and focuses on the relation between schooling and everyday life. The second case concerns the development and use of a specially designed practice simulation that invites school children into a universe as professional journalists and newspaper editors and hence builds on a designed relation between schooling and professional domains. Based on these examples, we discuss how the aims and practices of game-oriented learning designs must be translated, communicated, negotiated, integrated, and thus reframed by teachers and students in order to produce relevant and valid forms of educational knowledge.
AB - Using games for learning tends to blur boundaries across across in- and out-of-school domains. In this way, it becomes difficult to describe and understand the meaning-making processes involved in game-oriented learning. In this chapter, we present the analytical framework of scenario-based education, which can be used to explore the translation processes and framings in relation to using game-oriented learning designs. The framework is used to analyse two empirical cases. The first case concerns the use of two different types of computer games (the serious game Global Conflicts: Latin America and the horror game Penumbra) in formal education and focuses on the relation between schooling and everyday life. The second case concerns the development and use of a specially designed practice simulation that invites school children into a universe as professional journalists and newspaper editors and hence builds on a designed relation between schooling and professional domains. Based on these examples, we discuss how the aims and practices of game-oriented learning designs must be translated, communicated, negotiated, integrated, and thus reframed by teachers and students in order to produce relevant and valid forms of educational knowledge.
U2 - 10.13140/RG.2.2.25732.37764
DO - 10.13140/RG.2.2.25732.37764
M3 - Book chapter
SN - 9789004388802
T3 - Gaming Ecologies and Pedagogies Series
SP - 29
EP - 46
BT - Games and Education
A2 - Arnseth, Hans Christian
A2 - Hanghøj, Thorkild
A2 - Misfeldt, Morten
A2 - Henriksen, Thomas Duus
A2 - Selander, Staffan
A2 - Ramberg, Robert
PB - Brill
ER -
ID: 231905873