Bildungspotenziale von Computerspielen – Überlegungen zur Analyse und bildungstheoretischen Einschätzung eines hybriden Medienphänomens

Fromme, Johannes; Könitz, Christopher

doi:10.1007/978-3-658-03529-7_11

Cited by 24 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But there are other aspects of the franchise worth looking at. From a broader perspective, it is fair to say that videogames can create learning and educational potentials (Fromme and Könitz 2014). The same holds true for comic books.…”

Section: Learning and Educational Potentialsmentioning

confidence: 99%

“…Jörissen The first dimension, the dimension of knowledge (What can I know? ), refers to a critical contemplation of the limits and conditions of knowledge (Jörissen and Marotzki 2009, 31), but also to factual knowledge and orienting knowledge as well as intermedia and self-references (Fromme and Könitz 2014). The second dimension, the dimension of action (What should I do?…”

Section: Learning and Educational Potentialsmentioning

confidence: 99%

“…), exposes us to ethical and moral questions concerning our own or someone else's actions (Jörissen and Marotzki 2009, 31). The third dimension, the dimension of limits, refers to things that cannot be explained reasonably, for example, the loss of control or the breaking of the fourth wall in media (Fromme and Könitz 2014). In the final dimension, everything comes together: the dimension of biography or identity (What is the human being?)…”

Section: Learning and Educational Potentialsmentioning

confidence: 99%

See 2 more Smart Citations

Comics and Videogames

Rauscher¹,

Stein²,

Thon³

2020

View full text Add to dashboard Cite

This book offers the first comprehensive study of the many interfaces shaping the relationship between comics and videogames. It combines in-depth conceptual reflection with a rich selection of paradigmatic case studies from contemporary media culture. The editors have gathered a distinguished group of international scholars working at the interstices of comics studies and game studies to explore two interrelated areas of inquiry: The first part of the book focuses on hybrid medialities and experimental aesthetics "between" comics and videogames; the second part zooms in on how comics and videogames function as transmedia expansions within an increasingly convergent and participatory media culture. The individual chapters address synergies and intersections between comics and videogames via a diverse set of case studies ranging from independent and experimental projects via popular franchises from the corporate worlds of DC and Marvel to the more playful forms of media mix prominent in Japan. Offering an innovative intervention into a number of salient issues in current media culture, Comics and Videogames will be of interest to scholars and students of comics studies, game studies, popular culture studies, transmedia studies, and visual culture studies.

show abstract

Section: Learning and Educational Potentialsmentioning

confidence: 99%

Section: Learning and Educational Potentialsmentioning

confidence: 99%

Section: Learning and Educational Potentialsmentioning

confidence: 99%

See 1 more Smart Citation

Comics and Videogames

Rauscher¹,

Stein²,

Thon³

2020

View full text Add to dashboard Cite

show abstract

“…Dewey states that experiences in combination with reflection lead to learning [6], whilst Kerres et al [7] found almost any digital game can convey experiences that can be evaluated through reflection and thus be used in learning. Publications such as these enable reflection with regards to borders and the importance of this concept in educational processes, as Fromme and Könitz illustrate [8].…”

Section: Introductionmentioning

confidence: 99%

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

2019

View full text Add to dashboard Cite

In Germany, 93% of young people between the ages of 10 and 18 play video games daily. Political geography, in particular popular geopolitics, have found that video games can help to establish and develop people’s understanding of geopolitics. Consequently, this affects geography education, providing both challenges and opportunities for teaching. Geography teaching is an integral part of political education as students need to understand how boundaries and territories create spaces with regards to social power and become the object of political conflict. Reflection plays a central role in understanding and deconstructing such spatial constructions. In this article, we examine representations and concepts of borders in digital strategy games and the perception and reflection of these by the players. The results provide an outlook on the potential and the challenges of digital strategy games for political education in geography lessons in secondary schools as well as for teacher training at universities. For this reason, possible approaches for education and training will be outlined on the basis of the results.

show abstract

“…Ganguin und Hoblitz 2013, Pfannstiel, Sänger und Schmidt 2009) sowie 2. digitale Spiele als «Kultur-und Bildungsräume» (vgl. Fromme et al 2008, Fromme und Könitz 2014, Grell und Nuss 2010. In der Betrachtung von digitalen Spielen als Serious Games werden diese als Instrumente zur Erreichung spezifischer Ziele verstanden: Mit ihnen soll «etwas erreicht, trainiert und gelernt werden» (Gotto 2013, 139).…”

unclassified

‹Portale›, die zum Nachdenken anregen. Einblicke in eine Interfaceanalyse des Augmented Reality Spiels Ingress

Rau

2017

MedienPädagogik

View full text Add to dashboard Cite

Augmented Reality Spiele wie ‹Ingress› und ‹PokémonGo› stellen aktuell neue mediale Phänomene dar. Eine zentrale Differenz zu klassischen Massively Multiplayer Online Games (MMOs) ist die Verzahnung von virtuellen und realen Objekten als konstitutive Spielelemente. In Anknüpfung an die Perspektive, digitale Spiele als Kultur- und Bildungsräume zu verstehen, widmet sich der Beitrag der Frage, inwiefern das Ingress-Spielen die Perspektive von Spieler/innen auf den öffentlichen Raum verändern kann. In erster Annäherung an diese Fragestellung wird auf Basis einer Interfaceanalyse gezeigt, wie ‹Portale› – virtueller Repräsentationen realer Objekte im Spiel – potenziell Irritationen und Differenzerfahrungen ermöglichen. Diese können zum Ausgangspunkt weiterführender Reflexionen werden. Dafür werden exemplarisch ‹Portale› diskutiert, die (1.) weiterführende Informationen zu realen Objekte bieten, die (2.) Momentaufnahmen nicht mehr existierender kultureller Objekte darstellen und die (3.) reale Objekte in ironischer Weise präsentieren.

show abstract

Bildungspotenziale von Computerspielen – Überlegungen zur Analyse und bildungstheoretischen Einschätzung eines hybriden Medienphänomens

Cited by 24 publications

References 11 publications

Comics and Videogames

Comics and Videogames

Representations and Concepts of Borders in Digital Strategy Games and Their Potential for Political Education in Geography Teaching

‹Portale›, die zum Nachdenken anregen. Einblicke in eine Interfaceanalyse des Augmented Reality Spiels Ingress

Contact Info

Product

Resources

About