Game-Based Curriculum and Transformational Play: Designing to Meaningfully Positioning Person, Content, and Context

Autor/inn/en	Barab, Sasha; Pettyjohn, Patrick; Gresalfi, Melissa; Volk, Charlene; Solomou, Maria
Titel	Game-Based Curriculum and Transformational Play: Designing to Meaningfully Positioning Person, Content, and Context
Quelle	In: Computers & Education, 58 (2012) 1, S.518-533 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.08.001
Schlagwörter	Learning Theories; Curriculum Design; Play; Outcomes of Education; Educational Games; Persuasive Discourse; Writing Instruction; Instructional Design; Educational Technology; Learning Activities; Learning Processes; Instructional Effectiveness; Qualitative Research; Comparative Analysis; Statistical Analysis; Video Games + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Lehrplangestaltung; Spiel; Lernleistung; Schulerfolg; Educational game; Lernspiel; Persuasion; Persuasive Kommunikation; Schreibunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Lernaktivität; Learning process; Lernprozess; Unterrichtserfolg; Qualitative Forschung; Statistische Analyse; Video game; Videospiel; Videospiele
Abstract	Grounded in our work on designing game-based curriculum, this paper begins with a theoretical articulation of transformational play. Students who play transformationally become protagonists who use the knowledge, skills, and concepts of the educational content to first make sense of a situation and then make choices that actually transform the play space and themselves--they are able to see how that space changed because of their own efforts. Grounding these theoretical ideas, in this manuscript we describe one curriculum design informed by this theory. We also describe a study of the same teacher who was observed teaching two different curricula (game-based versus story-based) about persuasive writing. Results showed that while students in both classes demonstrated significant learning gains, the gains were significantly greater for students in the game-based classroom. Additionally, students assigned the game-based unit reported significantly higher levels of engagement, had different goals motivating their participation, and received fewer teacher reprimands to stay on task. Both quantitative and qualitative results are interpreted in terms of the theory of transformational play, which guided the design. Implications in terms of the power of game design methodologies for schools as well as learning theory more generally are discussed. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10