Unpacking the domains and practices of game-oriented learning

Thorkild Hanghøj, Morten Misfeldt, Jeppe Bundsgaard, Simon Skov Fougt

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    Abstract

    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.
    OriginalsprogEngelsk
    TitelGames and education : designs in and for learning
    RedaktørerHans Christian Arnseth
    Antal sider18
    UdgivelsesstedLeiden
    ForlagBrill
    Publikationsdato2019
    Sider29-46
    ISBN (Trykt)978-90-04-38880-2
    ISBN (Elektronisk)978-90-04-38882-6
    StatusUdgivet - 2019
    NavnGaming ecologies and pedagogies series
    Vol/bind2

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