Unpacking the domains and practices of game-oriented learning

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DOI

  • 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
OriginalsprogEngelsk
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
Sider29-46
ISBN (trykt)978-90-04-38882-6
DOI
StatusUdgivet - 28 nov. 2018
SerietitelGaming Ecologies and Pedagogies Series
Nummer2

    Forskningsområder

  • Læring, Computergaming

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