Game-as-Teacher: Modification by Adaptation in Learning through Game-Play
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| Title: | Game-as-Teacher: Modification by Adaptation in Learning through Game-Play |
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| Language: | English |
| Authors: | Hopper, Tim |
| Source: | Asia-Pacific Journal of Health, Sport and Physical Education. 2011 2(2):3-21. |
| Availability: | Australian Council for Health, Physical Education and Recreation. 214 Port Road, P.O. Box 304, Hindmarsh, SA 5007, Australia. Tel: +61-8-8340-3388; Fax: +61-8-8340-3399; e-mail: membership@achper.org.au; Web site: http://www.achper.org.au |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Physical Education, Play, Racquet Sports, Video Games, Teaching Methods, Learning Processes, Learner Engagement, Personal Narratives, Foreign Countries |
| Geographic Terms: | Australia |
| ISSN: | 1837-7122 |
| Abstract: | This paper will explore how game-play in video games as well as game centered approaches in physical education (PE) such as Teaching Games for Understanding (TGfU) can draw on complexity thinking to inform the learning process in physical education. Using the video game concept of game-as-teacher (Gee, 2007), ideas such as enabling constraints from complexity thinking (Davis & Sumara, 2006) and information-movement couplings from motor learning (Davids, Button, & Bennett, 2008), learning will be framed as emergent, adaptive and self-organizing. To explain these concepts the following examples will be used (1) an auto-ethnographic narrative of the author's memories learning to play tennis with his father, (2) an account of a beginner learning to play as an avatar in the video game Guild Wars, and (3) a group of beginners learning to play tennis using a TGfU approach. Drawing on the author's narratives and the video game concept of game-as-teacher, the paper concludes by emphasizing the principle of modification by adaption as a way to engage players of different abilities to experience worthwhile game-play in PE. (Contains 4 figures and 2 notes.) |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2011 |
| Access URL: | https://www.achper.org.au/publications/asia-pacific-journal-of-health-sport-and-physical-education |
| Accession Number: | EJ935714 |
| Database: | ERIC |
| Abstract: | This paper will explore how game-play in video games as well as game centered approaches in physical education (PE) such as Teaching Games for Understanding (TGfU) can draw on complexity thinking to inform the learning process in physical education. Using the video game concept of game-as-teacher (Gee, 2007), ideas such as enabling constraints from complexity thinking (Davis & Sumara, 2006) and information-movement couplings from motor learning (Davids, Button, & Bennett, 2008), learning will be framed as emergent, adaptive and self-organizing. To explain these concepts the following examples will be used (1) an auto-ethnographic narrative of the author's memories learning to play tennis with his father, (2) an account of a beginner learning to play as an avatar in the video game Guild Wars, and (3) a group of beginners learning to play tennis using a TGfU approach. Drawing on the author's narratives and the video game concept of game-as-teacher, the paper concludes by emphasizing the principle of modification by adaption as a way to engage players of different abilities to experience worthwhile game-play in PE. (Contains 4 figures and 2 notes.) |
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| ISSN: | 1837-7122 |
