Unpacking the domains and practices of game-oriented learning

TY - CHAP

T1 - Unpacking the domains and practices of game-oriented learning

AU - Hanghøj, Thorkild

AU - Misfeldt, Morten

AU - Bundsgaard, Jeppe

AU - Fougt, Simon Skov

PY - 2018/11/28

Y1 - 2018/11/28

N2 - 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 thatinvites 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

AB - 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 thatinvites 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

KW - Practice simulations

KW - Serious Games

KW - Commercial games

KW - Translations

KW - Framing

KW - Domains

KW - Scenario-based education

KW - Læring

KW - Computergaming

UR - https://www.researchgate.net/publication/329092681_Unpacking_the_Domains_and_Practices_of_Game-Oriented_Learning

U2 - 10.1163/9789004388826_003

DO - 10.1163/9789004388826_003

M3 - Book chapter

SN - 978-90-04-38882-6

T3 - Gaming Ecologies and Pedagogies Series

SP - 29

EP - 46

BT - Games and education

A2 - Arnseth, Hans Christian

A2 - Hanghøj, Thorkild

A2 - Duus Henriksen, Thomas

A2 - Misfeldt, Morten

A2 - Ramberg, Robert

A2 - Selander, Staffan

PB - Brill | Sense

ER -