Employing a Critical Lens on Instructor Perceptions of Learning Games: Introduction to a Method

Autor/inn/en	Warren, Scott J.; Gratch, Jonathan S.
Titel	Employing a Critical Lens on Instructor Perceptions of Learning Games: Introduction to a Method
Quelle	In: International Journal of Virtual and Personal Learning Environments, 4 (2013) 3, S.1-17, Artikel 1 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/jvple.2013070101
Schlagwörter	Educational Technology; Technology Uses in Education; Computer Simulation; Simulated Environment; Teaching Methods; Ethnography; Video Games; Educational Games; Qualitative Research; Video Technology; Observation; Interviews; Evaluation; Documentaries; Films; College Faculty + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Künstliche Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Video game; Videospiel; Videospiele; Educational game; Lernspiel; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Evaluierung; Documentary film; Documentary films; Dokumentarfilm; Film; Fakultät
Abstract	Digital games like Where in the World is Carmen San Diego and Oregon Trail have been used to support learning since the 1980s. However, the last decade has seen games, simulations and virtual world use take firm hold of the academic imagination. There also has been a rapid expansion of sponsored, formal research, informal inquiry, and a growing body of theory supporting the use of learning games. As a result, several challenges to their use have been identified such as flaws in the games themselves, inadequate methods of assessment due to complex, confounding variables, and the perceptions of students and teachers. How then can academics develop valid research methods that recognize such challenges and allow for strong claims regarding the impacts of such tools through the lived digital and classroom game experiences of learners and teachers? This article presents a description of one research method that seeks to provide one possible solution called Critical CinéEthnography. It stems from a discursive, systems-oriented view of learning that explores the arguments and truth claims made by learners and teachers. Beyond examining in-game discourse alone, the method employs video capture of out-of-game discussion, artifacts, and body language that should allow researchers to build a complex picture of participant experiences that can be easily shared with academics and practitioners alike. For additional context, a sample study is presented that investigated teacher perceptions and use of learning games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04