How to Study Something That Does not (yet) Exist: Making Design Interventions With Learning Games.
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| Title: | How to Study Something That Does not (yet) Exist: Making Design Interventions With Learning Games. |
|---|---|
| Authors: | Hanghøj, Thorkild1 tha@dpu.dk, Meyer, Bente1 bm@dpu.dk |
| Source: | Proceedings of the European Conference on Games Based Learning. 2010, p123-130. 8p. |
| Subject Terms: | *Educational games, *High school teachers, *Education methodology, *Activity programs in education, Computer game programming |
| Abstract: | During recent years, there has been an increasing interest in the educational use of learning games - both among game designers, researchers and educators. At the same time, the processes of studying how educational computer games are being enacted in educational settings face several methodological challenges. As an example, it may be quite difficult to locate and/or follow how teachers teach with particular games on a regular basis. Consequently, many studies of educational games tend to be based upon interventions, where researchers introduce particular game designs to be taught within an educational context. In this way, educational game researchers take an active part in framing the overall aims, meanings, and outcomes of gamebased learning environments. In this paper, we wish to explore different approaches to educational design interventions, and what methodological consequences different design interventions may have. More specifically, we will analyse three studies of learning games carried out within the same research project. The first example involves a series of design interventions with the Global Conflicts games, which was introduced to and taught by a group of Danish secondary teachers. This study was inspired by design-based research, and tried to explore how the game design could be further developed in order to let students write articles based upon their game experience. The second and third examples concerns ethnographically inspired studies of how the game platform Mingoville was used by a group of respectively Finnish and Portuguese teachers and students. Our analysis suggest that there was a significant difference between the way that the teachers tried to fulfill the researchers' agendas and/or accomplish their own goals. The point here is that both design-based research and ethnographic approaches involve interventions, however with different consequences, practices, and meanings involved. The aim of the paper, then, is to discuss different methodological aspects to be considered when conducting educational design interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 70866928 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How to Study Something That Does not (yet) Exist: Making Design Interventions With Learning Games. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hanghøj%2C+Thorkild%22">Hanghøj, Thorkild</searchLink><relatesTo>1</relatesTo><i> tha@dpu.dk</i><br /><searchLink fieldCode="AR" term="%22Meyer%2C+Bente%22">Meyer, Bente</searchLink><relatesTo>1</relatesTo><i> bm@dpu.dk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2010, p123-130. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+methodology%22">Education methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+game+programming%22">Computer game programming</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: During recent years, there has been an increasing interest in the educational use of learning games - both among game designers, researchers and educators. At the same time, the processes of studying how educational computer games are being enacted in educational settings face several methodological challenges. As an example, it may be quite difficult to locate and/or follow how teachers teach with particular games on a regular basis. Consequently, many studies of educational games tend to be based upon interventions, where researchers introduce particular game designs to be taught within an educational context. In this way, educational game researchers take an active part in framing the overall aims, meanings, and outcomes of gamebased learning environments. In this paper, we wish to explore different approaches to educational design interventions, and what methodological consequences different design interventions may have. More specifically, we will analyse three studies of learning games carried out within the same research project. The first example involves a series of design interventions with the Global Conflicts games, which was introduced to and taught by a group of Danish secondary teachers. This study was inspired by design-based research, and tried to explore how the game design could be further developed in order to let students write articles based upon their game experience. The second and third examples concerns ethnographically inspired studies of how the game platform Mingoville was used by a group of respectively Finnish and Portuguese teachers and students. Our analysis suggest that there was a significant difference between the way that the teachers tried to fulfill the researchers' agendas and/or accomplish their own goals. The point here is that both design-based research and ethnographic approaches involve interventions, however with different consequences, practices, and meanings involved. The aim of the paper, then, is to discuss different methodological aspects to be considered when conducting educational design interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 123 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: High school teachers Type: general – SubjectFull: Education methodology Type: general – SubjectFull: Activity programs in education Type: general – SubjectFull: Computer game programming Type: general Titles: – TitleFull: How to Study Something That Does not (yet) Exist: Making Design Interventions With Learning Games. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hanghøj, Thorkild – PersonEntity: Name: NameFull: Meyer, Bente IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 20490992 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
| ResultId | 1 |
