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Employing a Critical Lens on Instructor Perceptions of Learning Games: Introduction to a Method

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Title: Employing a Critical Lens on Instructor Perceptions of Learning Games: Introduction to a Method
Language: English
Authors: Warren, Scott J., Gratch, Jonathan S.
Source: International Journal of Virtual and Personal Learning Environments. 2013 4(3):1-17.
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Educational Technology, Technology Uses in Education, Computer Simulation, Simulated Environment, Teaching Methods, Ethnography, Video Games, Educational Games, Qualitative Research, Video Technology, Observation, Interviews, Evaluation, Documentaries, Films, College Faculty
DOI: 10.4018/jvple.2013070101
ISSN: 1947-8518
Abstract: Digital games like Where in the World is Carmen San Diego and Oregon Trail have been used to support learning since the 1980s. However, the last decade has seen games, simulations and virtual world use take firm hold of the academic imagination. There also has been a rapid expansion of sponsored, formal research, informal inquiry, and a growing body of theory supporting the use of learning games. As a result, several challenges to their use have been identified such as flaws in the games themselves, inadequate methods of assessment due to complex, confounding variables, and the perceptions of students and teachers. How then can academics develop valid research methods that recognize such challenges and allow for strong claims regarding the impacts of such tools through the lived digital and classroom game experiences of learners and teachers? This article presents a description of one research method that seeks to provide one possible solution called Critical CinéEthnography. It stems from a discursive, systems-oriented view of learning that explores the arguments and truth claims made by learners and teachers. Beyond examining in-game discourse alone, the method employs video capture of out-of-game discussion, artifacts, and body language that should allow researchers to build a complex picture of participant experiences that can be easily shared with academics and practitioners alike. For additional context, a sample study is presented that investigated teacher perceptions and use of learning games.
Abstractor: As Provided
Number of References: 72
Entry Date: 2013
Accession Number: EJ1154971
Database: ERIC
FullText Text:
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  Data: Digital games like Where in the World is Carmen San Diego and Oregon Trail have been used to support learning since the 1980s. However, the last decade has seen games, simulations and virtual world use take firm hold of the academic imagination. There also has been a rapid expansion of sponsored, formal research, informal inquiry, and a growing body of theory supporting the use of learning games. As a result, several challenges to their use have been identified such as flaws in the games themselves, inadequate methods of assessment due to complex, confounding variables, and the perceptions of students and teachers. How then can academics develop valid research methods that recognize such challenges and allow for strong claims regarding the impacts of such tools through the lived digital and classroom game experiences of learners and teachers? This article presents a description of one research method that seeks to provide one possible solution called Critical CinéEthnography. It stems from a discursive, systems-oriented view of learning that explores the arguments and truth claims made by learners and teachers. Beyond examining in-game discourse alone, the method employs video capture of out-of-game discussion, artifacts, and body language that should allow researchers to build a complex picture of participant experiences that can be easily shared with academics and practitioners alike. For additional context, a sample study is presented that investigated teacher perceptions and use of learning games.
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