Dungeons and Dragons and Digital Writing: A Case Study of Worldbuilding

Autor/in	McKenzie, Brian
Titel	Dungeons and Dragons and Digital Writing: A Case Study of Worldbuilding
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 2, Artikel 10 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Games; Collaborative Writing; Cooperative Learning; Student Projects; Critical Thinking; Digital Literacy; COVID-19; Pandemics; Information Literacy; Web 2.0 Technologies; College Students; Student Attitudes; Learner Engagement; Foreign Countries; First Year Seminars; Distance Education; Electronic Learning; Critical Literacy; Ireland + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Kooperatives Lernen; Schulprojekt; Kritisches Denken; Informationskompetenz; Collegestudent; Schülerverhalten; Ausland; Distance study; Distance learning; Fernunterricht; Kritisches Lesen; Irland
Abstract	Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global COVID-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01