Encountering Place: Mapping and Location-Based Games in Interdisciplinary Education

Pánek, Jiří; Gekker, Alex; Hind, Sam; Wendler, Jana; Perkins, Chris; Lammes, Sybille

doi:10.1080/00087041.2017.1386342

Cited by 15 publications

(13 citation statements)

References 24 publications

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“…This aligns with Gee's understanding of disciplinary knowledge as "design space" with their own "design grammar" and thereby the need for critical reflection on the rules and technologies used in and thus upholding these knowledge domains [14]. This approach will only further strengthen the interdisciplinary core of the Spationomy project which, to quote earlier map-based learning research [79], Spationomy 2.0, then, is the next step in an ongoing exploration of the potential of play for learning across such divides.…”

Section: Discussionmentioning

confidence: 81%

Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education

Pásztó

Pánek

Glas

et al. 2021

IJGI

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Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game to complement this aspect. The main goal is to discuss the design process that went into creating the game as well as experiences from play sessions in relation to this increase of interdisciplinary knowledge among students. In the end, we present a new gaming concept based on real-world data that can be played in other interdisciplinary situations. Here, students´ feedback on individual features of the game helped to identify future directions in the development of our simulation game.

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Section: Discussionmentioning

confidence: 81%

Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education

Pásztó

Pánek

Glas

et al. 2021

IJGI

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“…The scientific preoccupation with games and plays only began during the end of the 18th century in the field of evolutionary research (Gordon 2008), until it was finally introduced to didactics, especially in the fields of psychology, pedagogy, and sociology (Sutton-Smith 1997;Oerter 2007;Coccoli et al 2015;Stintzing et al 2020). Until the 20th century, it was primarily focused on the play of (young) children, but it was not until the 1970s and 1980s that psychology and sociology began to approach the study of play in adulthood (e.g., Cohen 1985;Betcher 1981), which has gained a lot of interest up until today, especially in connection with computer games (Pánek et al 2018;Scharpf 1997;Beil et al 2018;Beil et al 2015). However, beyond this, it has remained rather rudimentary in many cases, until today (cf.…”

Section: The Social Significance Of Gamesmentioning

confidence: 99%

Functions of Landscape in Games—A Theoretical Approach with Case Examples

Kühne

Jenal

Edler

2020

Arts

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The significance of play in the construction of landscape involving the feedback relationships between social conventions and the individual and between the individual and physical space, contrastingly, has so far received only little scientific attention. Games, however, take on great significance in the process of socialization in order to introduce the socializing person into the interpretations, valuations, and practices of the social world, which applies correspondingly to landscape. Play is an essential element of comprehending the concept “landscape”. Accordingly, this present essay deals with conceptual considerations of the function of games in relation to the social and individual construction of landscape. The theoretical framing of landscape will be carried out within the theory of the three landscapes, following Karl Popper’s three worlds. This theoretical framing also involves fundamental considerations on the connection between games and landscapes, which will be illustrated in more detail by means of two case examples, i.e., model railroads and pinball landscapes. It is shown that the playful engagement with landscape takes place in two dimensions: On the one hand, role expectations, norms, and values associated with landscape are conveyed, thus providing guidance for individual construction and individual experience of landscape. On the other hand, landscape contingencies can be tested. They address norms of interpretation and evaluation of landscape that are considered as bound together. Moreover, innovations can be tested, which may have been established in the social understanding of landscape.

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“…Bei diesem Spielgenre bewegen sich die Spielenden mithilfe eines digitalen Endgerätes, welches mit GPS und Karte ausgestattet ist (z. B. Smartphone), im physischen Raum und suchen als aktive Akteurinnen und Akteure bestimmte, meist vorgegebene Koordinaten auf (Pánek et al 2017). Ist ein solcher Zielpunkt erreicht, werden auf dem Endgerät spezifische Situationen aktiviert, beispielsweise das Auftauchen eines virtuellen Charakters oder die Vergabe digitaler Informationen und Aufgabenstellungen.…”

Section: Grundannahmen Der Spielerischen Wissensvermittlungunclassified