Unpacking the Domains and Practices of Game-Oriented Learning
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- Unpacking the Domains and Practices of Game-Oriented Learning-preprint
Submitted manuscript, 706 KB, PDF document
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.
Original language | English |
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Title of host publication | Games and Education |
Editors | Hans Christian Arnseth, Thorkild Hanghøj, Morten Misfeldt, Thomas Duus Henriksen, Staffan Selander, Robert Ramberg |
Publisher | Brill |
Publication date | 2018 |
Pages | 29–46 |
Chapter | 2 |
ISBN (Print) | 9789004388802 |
ISBN (Electronic) | 9789004388826 |
DOIs | |
Publication status | Published - 2018 |
Externally published | Yes |
Series | Gaming Ecologies and Pedagogies Series |
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Volume | 2 |
ID: 231905873