What Happens in the Arcade Shouldn't Stay in the Arcade: Lessons for Classroom Design

Autor/inn/en	Whitmore, Kathryn F.; Laurich, Lindsay
Titel	What Happens in the Arcade Shouldn't Stay in the Arcade: Lessons for Classroom Design
Quelle	In: Language Arts, 88 (2010) 1, S.21-31 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Video Games; Physical Environment; Recreational Activities; Classroom Environment; Space Utilization; Comparative Analysis; Learner Engagement; Informal Education; Language Arts; Context Effect; Classroom Design; Grade 5; Grade 6; Interior Space; Technology Uses in Education; Educational Opportunities; Scaffolding (Teaching Technique); Experiential Learning; Teacher Role; Teacher Student Relationship; Educational Change; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Natürliche Umwelt; Freizeitgestaltung; Klassenklima; Unterrichtsklima; Raumnutzung; Informelle Bildung; Nichtformale Bildung; Sprachkultur; Klassenraumgestaltung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Innenraum; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsangebot; Bildungschance; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform
Abstract	What features of the physical environment in video game arcades lead kids to be so engaged? How can analysis of arcade space inform language arts teachers' decisions about designing classroom environments? This article presents an analysis of physical space in video game arcades and participants' positions therein to suggest how language arts teachers can explore student-designed learning spaces. Qualitative analysis of the arcade space revealed three learning principles: clustering and collaborating, inverting traditional structures of power, and reconstituting access and ownership. Following a detailed assessment of the existing literacy environment in one 5th-6th grade classroom, the researchers and the classroom teacher applied these principles through physical arrangement changes in the classroom. This study shows that arcades are not only places of fun and games for children, nor are they disruptive of learning. Rather, understanding the physical space in video arcades offers principles of design to advance opportunities for students' and teachers' literacy learning and identities. (Contains 3 figures and 3 photos.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10