Video Game Representations as Cues for Collaboration and Learning

Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dynamic resource allocation, by providing a motivating, immersive activity, and by supporting explorations of identity. A descriptive, inductive study was carried out to identify how high sc...

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Veröffentlicht in:International journal of gaming and computer-mediated simulations Jg. 1; H. 3; S. 28 - 52
Hauptverfasser: Sharritt, Matthew J, Suthers, Daniel D
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Hershey IGI Global 01.07.2009
Schlagworte:
Collaboration
Computer & video games
Cooperation
Cues
Electronic & video games
Learning
Problem solving
Representations
Resource allocation
Scaffolding
Strategy
Students
ISSN:1942-3888, 1942-3896
Online-Zugang:Volltext
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Zusammenfassung:Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dynamic resource allocation, by providing a motivating, immersive activity, and by supporting explorations of identity. A descriptive, inductive study was carried out to identify how high school students in a school setting make use of the video game interface and its representations. Results demonstrate that specific cues direct attention, helping to focus efforts on new or underutilized game tasks. In addition, consistent and well-organized visualizations encourage learning and collaboration among students by providing shared referential resources and scaffolding coordinated sequences of problem solving acts during gameplay. Conversely, when affordances are inconsistently represented, students’ focus can shift from problem solving at the goal level (game strategy, etc.) to problem solving why the game interface is frustrating their goals. In general, the design of game representations and behaviors can help guide or hinder student learning.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1942-3888
1942-3896
DOI:10.4018/jgcms.2009070103