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1.
The 2008 commercial video game Spore allowed more than a million players to design their own life forms. Starting from single-celled organisms players played through a caricature of natural history. Press coverage of the game??s release offer two frames for thinking about the implications of the game. Some scientists and educators saw the game as a troubling teacher of intelligent design, while others suggested it might excite public interest in science. This paper explores the extent to which these two ways of thinking about the game are consistent with what players have done with the game in its online community. This analysis suggests that, at least for the players participating in this community, the game has not seduced them into believing in intelligent design. Instead the activities of these players suggest that the game has played a catalytic role in engaging the public with science. These findings indicate that designers of educational games may wish to consider more deeply tensions between prioritizing accuracy of content in educational games over player engagement.  相似文献   

2.
This paper presents a review of Jane McGonigal’s book, “Reality is broken” (Reality is broken: why games make us better and how they can change the world. Penguin Press, New York, 2011). As the book subtitle suggests it is a book about “why games make us better and how they can change the world”, written by a specialist in computer game design. I will try to show the relevance this book might have to science educators through emphasizing the points that the author offers as the fixes to rebuild reality on the image of gaming world. Using cultural-historical activity theory, I will explore how taking up a gamer mindset can challenge one to consider shortcomings in current approaches to the activity of teaching–learning science and how using this mindset can open our minds to think of new ways of engaging in the activity of doing science. I hope this review will encourage educators to explore the worldview presented in the book and use it to transform our thinking about science education.  相似文献   

3.
This response to Leah A. Bricker and Phillip Bell??s paper, GodMode is his video game name, examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning, and move on to thinking about how these insights can actually inform game design practice.  相似文献   

4.
Exposing American K–12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a Game Design Through Mentoring and Collaboration summer program for 16 high school students and 3 college student mentors who collaborated with a science subject matter expert. After four weeks, most students produced 2-D video games with themes based on immunology concepts from the educational science game Immune Attack. Findings from three groups that finished their games and one group with an uncompleted game are explored.  相似文献   

5.
Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students’ reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students’ use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.  相似文献   

6.
Research has shown that video games can be good for learning, particularly for STEM topics. However, in order for games to be scalable and sustainable, associated research must move beyond considerations of efficacy towards theories that account for classroom ecologies of students and teachers. This study asks how a digital game called Citizen Science, built using tropes and conventions from modern games, might help learners develop identities as citizen scientists within the domain of lake ecology. We conducted an expert-novice study, revealing that games literacy was a mediating variable for content understanding. In a follow-up classroom implementation, games literacy also operated as a variable, although students drove the activity, which mediated this concern. The teacher devised a number of novel pedagogies, such as a field trip, in response to the unit. We found evidence for the most powerful learning occurring through these activities that were reinforced via the curriculum. Students were most engaged by Citizen Science??s most ??gamelike?? features, and learners took up the core ideas of the game. Users also reported the experience was short of commercial gaming experiences, suggesting a tension between game cultures for learning and schools.  相似文献   

7.
Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying ??Ourselves??, we create and marginalize ??Others??. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The main focus of discussion should lie in how the ethics of video games is related to their part in the formation of the players?? citizenship. Examining several examples of electronic games, we consider how video games provide a rich experience in which the player has the opportunity to develop a practical wisdom (phronesis), which can lead her to be a virtuous being. However, they can be also harmful to the moral experiences of the subjects when they show unethical contents related to othering processes that are not so clearly and openly condemned as violence, as in the cases of sexism, racism or xenophobia. Rather than leading us to conclude that video games needed to be banned or censored, this argument makes us highlight their role in the (science) education of critical, socially responsible, ethical, and politically active citizens, precisely because they encompass othering processes and science, technology, and society relationships.  相似文献   

8.
This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay. Students produced 124 reflections in total, which were analysed via template analysis to determine how children metacognitively reflected on different types of multimodal symbols and used those symbols to comprehend the games and make decisions. Results illustrate how students engaged in metacognitive semantic and syntactic processes with a variety of multimodal symbols, such as written language, dynamic visuals and abstract symbols, during gameplay that aided their understanding of the games and influenced their decisions. This study contributes to the limited empirical research on video game literacies and illustrates children's meaning-making processes while engaged with video games as multimodal interactive texts.  相似文献   

9.
The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper focuses on how video games, particularly massively multiplayer online role-playing games (MMOs and MMORPGs for short) that allow interaction with other players, can play a part in players' moral and character development. Although there are many games with moral content, the MMO game World of Warcraft (WoW for short) is used as an illustrative example because of its popularity, to demonstrate how players, through game content and game play, are confronted with moral dilemmas which demand decision-making, social obligations and responsibilities, perspective-taking and empathy, perseverance and delayed gratification.  相似文献   

10.
Serious scientific games, especially those that include a virtual apprenticeship component, provide players with realistic experiences in science. This article discusses how science games can influence learning about science and the development of science-oriented possible selves through repeated practice in professional play and through social influences (e.g., peer groups). We first review the theory of possible selves (Markus and Nurius 1986) and discuss the potential of serious scientific games for influencing the development of scientific possible selves. As part of our review, we present a forensic game that inspired our work. Next we present a measure of scientific possible selves and assess its reliability and validity with a sample of middle-school students (N?=?374). We conclude by discussing the promise of science games and the development of scientific possible selves on both the individual and group levels as a means of inspiring STEM careers among adolescents.  相似文献   

11.
An increasing number of countries have recently included programming education in their curricula. Similarly, utilizing programming concepts in gameplay has become popular in the videogame industry. Although many games have been developed for learning to program, their variety and their correspondence to national curricula remain an uncharted territory. Consequently, this paper has three objectives. Firstly, an investigation on the guidelines on programming education in K-12 in seven countries was performed by collecting curricula and other relevant data official from governmental and non-profit educational websites. Secondly, a review of existing acquirable games that utilize programming topics in their gameplay was conducted by searching popular game stores. Lastly, we compared the curricula and made suggestions as to which age group the identified games would be suitable. The results of this study can be useful to educators and curriculum designers who wish to gamify programming education.  相似文献   

12.
Educational game designers and educators are using digital games as a platform for teaching academic content, including multicultural curriculum. However, it is unclear how well digital game-based learning can coexist with the goals of multicultural education for the purpose of meeting the needs of African American children. In this essay, we raise serious questions about the use of digital games to teach about social oppression in ways that privilege the psychological well-being of African American children. We argue that digital games that intend to recreate histories of racial oppression can be harmful to African American children if they reproduce popular and problematic notions of indigenous lives and experiences. We illuminate some of the dangers of such digital games through a preliminary exploration of one digital game designed to teach about facets of African American enslavement. Our essay concludes with recommendations for culturally relevant digital game-based learning design and instruction.  相似文献   

13.
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14.
There is a vast terrain of emerging research that explores recent innovations in digital games, particularly as they relate to questions of teaching and learning science. One such game, Citizen Science, was developed to teach players about the practice of citizen science as well as lake ecology. Citizen science is a pedagogy that has a long history within the scientific community, engaging the public in ongoing community and environmental surveys to collect data for existing small-scale studies. More recently, citizen science has gained traction as an educational context for teaching and learning science in ways that connect to students?? lives and interests. By placing citizen science within the realm of digital worlds, Matthew Gaydos and Kurt Squire invite new possibilities for knowledge to become more kinetic, moving in multiple directions. In this article we discuss some of the tensions we experienced as we explored the digital game, Citizen Science. We highlight questions about narrative and complexity, emergent game play and transfer to encourage thinking about the development and implementation of games such as Citizen Science.  相似文献   

15.
Critics like Leonard Waks argue that video games are, at best, a dubious substitute for the rich classroom experiences that John Dewey wished to create and that, at worst, they are profoundly miseducative. Using the example of Fate of the World, a climate change simulation game, David Waddington addresses these concerns through a careful demonstration of how video games can recapture some of the lost potential of Dewey's original program of education through occupations. Not only do simulation games realize most of the original goals of education through occupations, but they also solve some of the serious practical problems that Dewey's curriculum generated. Waddington concludes the essay with an analysis of Waks's critiques and some cautionary notes about why it is important to be temperate in our endorsement of educational video gaming.  相似文献   

16.
Preparing Instructional Designers for Game-Based Learning: Part 2   总被引：2，自引：0，他引：2  
As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and instructional design, and relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design of instructional (digital video) games set the context for this three part series and one of four panelists discussed what he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010). In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four views.  相似文献   

17.
Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.
Mattias LundinEmail:
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18.
Researchers and instructional designers are exploring the possibilities of using video games to support STEM education in the U.S., not only because they are a popular media form among youth, but also because well-designed games often leverage the best features of inquiry learning. Those interested in using games in an educational capacity may benefit from an examination of the work of video game designer Will Wright. Wright designs through a constructivist lens and his open-ended, sandbox games (SimCity, The Sims, Spore) present wide ??possibility spaces?? that allow players to exercise their critical thinking and problem solving skills. His games invoke a delight in discovery that inspire creative acts and interest-driven learning both during and outside of the game. Finally, he reminds us that failure-based learning is a viable strategy for building expertise and understanding.  相似文献   

19.
This paper is a response to ??Challenges and Opportunities: Using a science-based video game in secondary school settings?? by Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg, and Nicole Husain. The article highlights two critical areas that I argue require more research in the studies of video games in education. The first area focuses on the need to better understand how children interact with non-educational games, outside of the school setting. This includes issues such as ??gamer culture?? and game play styles. The better we understand these issues, the better educational game designers and implementers can imagine the kinds of behaviors that might be elicited from students when we bring educational games into their classroom. In this focus, the student is the unit of analysis, but it is the student in and out of the classroom: the way the student understands video games when she is at home, playing with friends, and at school. The second area focuses on the study of the classroom as a unit of analysis. As the authors of this study reveal, classroom cultures affect the reception and success of an educational game. This is to ask, how does a game play when students have to play it in pairs or groups for a lack of resources? What is the role of the teacher in the success of video game implementation? How does a game react to multiple server requests in a short period of time? These are issues that are still largely unexplored in the educational game design literature.  相似文献   

20.
Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008 Baek, Y.K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11, 665–671.[Crossref], [PubMed] , [Google Scholar]). One part of this effort should be to increase understanding of how video games can be situated within teachers’ existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use.  相似文献   

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