The Multivoicedness of Game Play: Exploring the Unfolding of a Student's Learning Trajectory in a Gaming Context at School

Autor/in	Silseth, Kenneth
Titel	The Multivoicedness of Game Play: Exploring the Unfolding of a Student's Learning Trajectory in a Gaming Context at School
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 7 (2012) 1, S.63-84 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-011-9132-x
Schlagwörter	Foreign Countries; Educational Resources; Teaching Methods; Conflict; Secondary School Students; Leisure Time; Teacher Student Relationship; Computer Assisted Instruction; Educational Technology; Instructional Effectiveness; Learning Processes; World Affairs; Computer Games; Educational Games; Computer Use; Qualitative Research; Instructional Materials; Educational Strategies; Israel; Palestine + Suchen Sie Ihr Suchwort? Ausland; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Sekundarschüler; Freizeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Unterrichtserfolg; Learning process; Lernprozess; Weltpolitik; Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Qualitative Forschung; Lehrmaterial; Lehrmittel; Lehrstrategie; Palästina
Abstract	The purpose of this article is to gain knowledge about how interactions in a gaming context become constituted as effective resources for a student's learning trajectory. In addition, this detailed study of a learning trajectory documents how a computer game becomes a learning resource for working on a specific topic in school. The article reports on a qualitative study of students at an upper secondary school who have played the computer game "Global Conflicts: Palestine" to learn about the complexity of the Israeli-Palestinian conflict. A sociocultural and dialogic approach to learning and meaning-making is employed as an analytical framework. Analyzing different interactional episodes, in which important orientations and reorientations are located, documents how the student's learning trajectory developed and changed during the project. When engaged in game play in educational settings, experiences with playing computer games outside of school can relevantly be invoked and become part of the collaborative project of finding out how to play the game. However, these ways of engaging with a computer game might not necessarily facilitate a subtle understanding of the specific topic that is addressed in the game. The findings suggest that the constitution of a computer game as a learning resource is a collaborative project, in which multiple resources for meaning-making are in play, and for which the teacher has an important role in facilitating student's adoption of a multiperspective on the conflict. Furthermore, the findings shed light on what characterizes student-teacher interactions that contribute to a subtle understanding, and offer a framework for important issues upon which to reflect in game-based learning (GBL). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10