Flow and the Pedagogical Affordances of Computer Games: A Case Study

Autor/inn/en	Theodoulou, Photini; Avraamidou, Lucy; Vrasidas, Charalambos
Titel	Flow and the Pedagogical Affordances of Computer Games: A Case Study
Quelle	In: Educational Media International, 52 (2015) 4, S.328-339 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2015.1101223
Schlagwörter	Foreign Countries; Computer Games; Affordances; Case Studies; Citizenship Education; Poverty; High School Students; Grade 9; Urban Schools; Instructional Design; Interviews; Program Implementation; Observation; Diaries; Questionnaires; Student Participation; Learner Engagement; Attention; Psychological Patterns; Learning Experience; Educational Practices; Food; Video Games; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Computer game; Computerspiel; Computerspiele; Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Armut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lesson concept; Lessonplan; Unterrichtsentwurf; Interviewing; Interviewtechnik; Beobachtung; Diary; Tagebuch; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aufmerksamkeit; Lernerfahrung; Bildungspraxis; Lebensmittel; Video game; Videospiel; Videospiele; Zypern
Abstract	Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN "Food Force" in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a "flow" state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01