Connected Gaming: An Inclusive Perspective for Serious Gaming
DOI:
https://doi.org/10.17083/ijsg.v4i3.174Keywords:
Programming, Constructionist, InstructionistAbstract
Serious games should focus on connected gaming, which is combining the instructionist approach on having students play educational games for learning with the constructionist approach on having students make their own games for learning. Constructionist activities have always been part of the larger gaming ecology but have traditionally received far less attention than their instructionist counterparts. Future developments in serious gaming ought to promote this more inclusive perspective to better realize the full potential of gaming as a means for learning and for connecting children to technology and to each other. This potential for more meaningful connectivity can also address the persistent access and diversity issues long facing gaming cultures.
References
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[32] Kafai, Y. B., “Children as Designers, Testers and Evaluators of Educational Software”, In A. Druin (Ed.), The Design of Children’s Technology, Morgan Kaufman Publishers, 1998.
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[34] Knobel, M. & Lankshear, C. (Eds.), DIY media: Creating, sharing, and learning with new technologies. Peter Lang, 2010.
[35] Lachney, M., Culturally responsive computing as brokerage: Towards asset-building with education-based social movements. Learning, Media and Technology, 2016. http://dx.doi.org/10.1080/17439884.2016.1211679
[36] Mote, C., Kafai, Y.B., & Burke, Q. Can online competitions be collaborative? Utilizing virtual events to promote communication and learning in schools. Learning & Leading with Technology, 41(4), 2013.
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[38] Papert, S. “Games to be Played, Games to be Made”, In Y. B. Kafai, Preface to Minds in Play, Lawrence Erlbaum, 1995.
[39] Papert, S., Mindstorms: Children, computers, and powerful ideas, Basic Books, 1980.
[40] Peppler, K. Kafai, Y. B., “What video game-making can teach us about learning and literacy: Alternative pathways into participatory culture”, In Akira Baba (Ed.), Situated Play: Proceedings of the Third International Conference of the Digital Games Research Association (DiGRA), Tokyo, Japan: The University of Tokyo, 2007.
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[53] Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M., Computer gaming and interactive simulations for learning: a meta-analysis. Journal of Educational Computing Research, 34(3), 2013.
[54] Wing, J. Computational Thinking. Communications of the ACM, 49(3), 2006. https://doi.org/10.1145/1118178.1118215
[55] Wouters, P., van Nimwegen, C., von Oostendorp, H., & van der Spek, E. D., A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 2013. http://dx.doi.org/10.1037/a0031311
[56] Young, M. F., Slota, S., Cutter, A. R., Jalette, G., Mullin, G., Lai, B., Simenoni, Z., Tran, M., & Yukhymenko, M., Our princess is another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 2012. https://doi.org/10.3102/0034654312436980
[2] Breitweg, T., “Game-Based Learning in a Physics Classroom, Possibilities and challenges,” August 15, 2013. http://seriousgamer.me/2013/08/15/game-based-learning-in-the-physics-classroom-possibilities-and-challenges.
[3] Buckingham, D. & Burn, A., Game literacy in theory and practice. Journal of Educational Multimedia and Hypermedia 16(3), 2007.
[4] Burke, Q. & Kafai, Y.B., “A decade of programming games for learning: From tools to communities,” In H. Agius & M.C. Angelides (Eds.), The Handbook of Digital Games: Institute of Electrical and Electronics Engineers (IEEE), John Wiley & Sons, 2014. https://doi.org/10.1002/9781118796443.ch26
[5] Clark, D., E., Tanner-Smith, S. Killingworth, and S. Bellamy, “Digital Games for Learning: A Systematic Review and Meta-Analysis.” Menlo Park, CA: SRI International, 2013.
[6] Clark, R. E., Learning from serious games? Arguments, evidence, and research suggestions. Educational Technology, 47(3), 2007.
[7] Dikkers, S. (Ed.), Teachercraft: How Teachers Learn to Use Minecraft in their Classrooms. ETC Press, 2015.
[8] Dipietro, M., Ferdig, R. E., Boyer, J., & Black, E. W., Towards a framework for understanding electronic educational gaming. Journal of Educational Multimedia and Hypermedia, 16(3), 2007.
[9] Duncan, S., Minecraft, beyond construction and survival. Well Played, 1(1), ACM 2011.
[10] El Nasr, M. & Smith, S., Learning through game modding. Computers in Entertainment, 4(1), 2006. http://dx.doi.org/10.1145/1111293.1111301
[11] Fields, D. A., Giang, M & Kafai, Y. B., “Coding by Choice: A Transitional Analysis of Social Participation Patterns and Programming Contributions in the Online Scratch Community”, In U. Cress, J. Moskaliuk, & H. Jeong (Eds.), Mass Collaboration and Education, Springer Verlag, 2016. https://doi.org/10.1007/978-3-319-13536-6_11
[12] Fields, D. A., Giang, M. T., Kafai, Y. B., Programming in the Wild: Patterns of Computational Participation in the Scratch Online Social Networking Forum. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (WiPSCE '14), ACM 2014 https://doi.org/10.1145/2670757.2670768
[13] Fields, D., Pantic, K., & Kafai, Y. B., “’I have a tutorial for this’: The language of online peer support in the Scratch programming community.” In Proceedings of the 14th International Conference on Interaction Design and Children (IDC '15), ACM 2015. http://dx.doi.org/10.1145/2771839.2771863
[14] Gee, J.P., What video games have to teach us about learning and literacy. Palgrave Macmillan, 2013.
[15] Gentile, D. A., & Gentile, J. R., Violent video games as exemplary teachers: a conceptual analysis. Journal of Youth and Adolescence, 37(2), 2008. http://dx.doi.org/10.1007/s10964-007-9206-2
[16] Girard, C., Ecalle, J., & Magant, A., Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, (29)3, 2012. http://dx.doi.org/10.1111/j.1365-2729.2012.00489.x
[17] Goldberg, D. & L. Larsson. Minecraft: The Unlikely Tale of Markus "Notch" Persson and the Game that Changed Everything. Seven Stories, 2013.
[18] Grimes. S. M & Fields, D. A., Children’s Media Making, but not Sharing: The Potential and Limitations of Child-Specific DIY Media Websites for a More Inclusive Media Landscape. Media International Australia, 154, 2015. http://dx.doi.org/10.1177/1329878X1515400114
[19] Grover, S. & Pea, R., Computational Thinking in K–12: A Review of the State of the Field. Educational Researcher, 42 (1), 2013. http://dx.doi.org/10.3102/0013189X12463051
[20] Hayes, E. & King, E., Not Just a Dollhouse: What The Sims2 Can Teach Us about Women’s IT Learning. On the Horizon 17(1), 2009. http://dx.doi.org/10.1108/10748120910936153
[21] Hayes-Gee, E.R., & Tran, K., “Video Game Making and Modding”, In B. Guzzetti and M. Lesley (Eds), Handbook of Research on the Societal Impact of Digital Media, IGI Global, 2015.
[22] Holbert, N. R. & Wilensky, U., Constructible Authentic Representations: Designing Video Games That Enable Players to Utilize Knowledge Developed In-Game to Reason About Science. Technology, Knowledge and Learning 53 (1-2), 2014. http://dx.doi.org/10.1007/s10758-014-9214-8
[23] Howland, K., & Good, J., Learning to communicate computationally with Flip: A bi-modal programming language for game creation. Computers & Education, 80, 2015. https://doi.org/10.1016/j.compedu.2014.08.014
[24] Ito, M., “Why Minecraft Rewrites the Playbook for Learning,” Boing Boing, June 15, 2015. http://boingboing.net/2015/06/06/why-minecraft-rewrites-the-pla.html
[25] Kafai, Y. B. & Burke, Q., Connected Gaming: What Making Video Games Can Teach Us about Learning and Literacy. MIT Press, 2016.
[26] Kafai, Y. B. & Vausdevan, V., Constructionist Gaming Beyond the Screen: Middle School Students’ Crafting and Computing of Touchpads, Board Games, and Controllers. In Proceedings of the 10th Workshop in Primary and Secondary Computing Education (WiPSCE’15), 2015. http://dx.doi.org/10.1145/2818314.2818334
[27] Kafai, Y. B. & Burke, Q., Connected code: Why Children Need to Lean Programming. MIT Press, 2014.
[28] Kafai, Y. B. & Fields, D. A., Connected play: Tweens in a virtual world. MIT Press, 2013.
[29] Kafai, Y. B. & Fields, D. A., Roque, R., Burke, Q., & Monroy-Hernandez, A., Collaborative agency in youth online and offline creative production in Scratch. Research and Practice in Technology Enhanced Learning, 7(2), 2012.
[30] Kafai, Y. B. & Peppler, K. A., Youth, technology, and DIY: Developing participatory competencies in creative media production. Review of Research in Education, 35(1), 2011. http://dx.doi.org/10.3102/0091732X10383211
[31] Kafai, Y. B., Playing and making games for learning: Instructionist and constructionist perspectives for game studies. Games & Culture, 1(1), 2006. http://dx.doi.org/10.1177/1555412005281767
[32] Kafai, Y. B., “Children as Designers, Testers and Evaluators of Educational Software”, In A. Druin (Ed.), The Design of Children’s Technology, Morgan Kaufman Publishers, 1998.
[33] Kafai, Y. B., Minds in play: Computer game design as a context for children’s learning. Lawrence Erlbaum, 1995.
[34] Knobel, M. & Lankshear, C. (Eds.), DIY media: Creating, sharing, and learning with new technologies. Peter Lang, 2010.
[35] Lachney, M., Culturally responsive computing as brokerage: Towards asset-building with education-based social movements. Learning, Media and Technology, 2016. http://dx.doi.org/10.1080/17439884.2016.1211679
[36] Mote, C., Kafai, Y.B., & Burke, Q. Can online competitions be collaborative? Utilizing virtual events to promote communication and learning in schools. Learning & Leading with Technology, 41(4), 2013.
[37] National Research Council, Learning Science through Simulations and Games. The National Academies Press, 2011.
[38] Papert, S. “Games to be Played, Games to be Made”, In Y. B. Kafai, Preface to Minds in Play, Lawrence Erlbaum, 1995.
[39] Papert, S., Mindstorms: Children, computers, and powerful ideas, Basic Books, 1980.
[40] Peppler, K. Kafai, Y. B., “What video game-making can teach us about learning and literacy: Alternative pathways into participatory culture”, In Akira Baba (Ed.), Situated Play: Proceedings of the Third International Conference of the Digital Games Research Association (DiGRA), Tokyo, Japan: The University of Tokyo, 2007.
[41] Resnick, M., Maloney, J., Monroy Hernandez, A. Rusk, N., Eastmond, E., Brennan, K. Millner, A., Rosenbaum, E., Silver, J., Silverman, B. & Kafai, Y.B., Scratch: Programming for all. Communication of the ACM, 52(11), 2009. http://dx.doi.org/10.1145/1592761.1592779
[42] Richard, G. T., & Kafai, Y. B., “Blind Spots in Youth DIY Programming: Examining Diversity in Creators, Content, and Comments within the Scratch Online Community.” In Proceedings of the 2016 ACM CHI Conference on Human Factors in Computing Systems, 2016. http://dx.doi.org/10.1145/2858036.2858590
[43] Robertson, J., & Good, J., Story creation in virtual game worlds. Communications of the ACM, 48(1), 2005. https://doi.org/10.1145/1039539.1039571
[44] Salen, K., Gaming literacies: A game design study in action, Journal of Educational Multimedia and Hypermedia, 16(3), 2007.
[45] Schifter, C. & Cipollone, M., “Minecraft as a Teaching Tool: One Case Study,” Proceedings of Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), 2013.
[46] Shaffer, D., How computer games help children learn, Palgrave MacMillan, 2007.
[47] Short, D., Teaching Scientific Concepts Using a Virtual World—Minecraft. Teaching Science 58(3), 2012.
[48] Steinkuehler, C. & Duncan, S., Scientific habits of mind in virtual worlds. Journal of Science Education Technology, 17(6), 2008. http://dx.doi.org/10.1007/s10956-008-9120-8
[49] Squire, K., Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press, 2011.
[50] Squire, K., Games, learning, and society: Building a field. Educational Technology, 47(5), 2007.
[51] Squire, K. & Giavanetto, L., The Higher Education of Gaming, eLearning 5(1), 2011.
[52] Toppo, G., The Game Believes in You: How Digital Play Can Make Our Kids Smarter, Palgrave Macmillan, 2015.
[53] Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M., Computer gaming and interactive simulations for learning: a meta-analysis. Journal of Educational Computing Research, 34(3), 2013.
[54] Wing, J. Computational Thinking. Communications of the ACM, 49(3), 2006. https://doi.org/10.1145/1118178.1118215
[55] Wouters, P., van Nimwegen, C., von Oostendorp, H., & van der Spek, E. D., A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 2013. http://dx.doi.org/10.1037/a0031311
[56] Young, M. F., Slota, S., Cutter, A. R., Jalette, G., Mullin, G., Lai, B., Simenoni, Z., Tran, M., & Yukhymenko, M., Our princess is another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 2012. https://doi.org/10.3102/0034654312436980
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2017-09-22
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Connected Gaming: An Inclusive Perspective for Serious Gaming. (2017). International Journal of Serious Games, 4(3). https://doi.org/10.17083/ijsg.v4i3.174
