Unpacking the domains and practices of game-oriented learning

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review


  • Thorkild Hanghøj, Aalborg Universitet
  • ,
  • Morten Misfeldt, Aalborg Universitet, ILD - Forskningslab i It og Læringsdesign, Danmark
  • Jeppe Bundsgaard
  • Simon Skov Fougt
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 process involved in game oriented learning. In this chapter we present the analytical framework of scenario-based education, which can be used to expolore 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
TitelGames and education : designs in and for learning
RedaktørerHans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg, Staffan Selander
ForlagBrill | Sense
Udgivelsesår28 nov. 2018
ISBN (trykt)978-90-04-38882-6
StatusUdgivet - 28 nov. 2018
SerietitelGaming Ecologies and Pedagogies Series


  • Læring, Computergaming

Se relationer på Aarhus Universitet Citationsformater

ID: 117673170