From Content to Context: Videogames as Designed Experience

Squire, Kurt

doi:10.3102/0013189x035008019

Cited by 718 publications

(426 citation statements)

References 39 publications

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“…É interessante pensar que, como em qualquer outro jogo, existe mais ou menos condição de inserir essa experiência em um contexto ampliado, passível de compartilhamento. Para Squire 11 , o jogo GTA San Andreas, tido como muito violento para um observador externo, pode ser considerado como uma simulação social. Nele, o próprio jogo coloca o jogador na experiência de vida de um jovem negro na periferia de Los Angeles nos anos 1990.…”

Section: Oficina Com Games Em Um Serviço De Saúde Mentalunclassified

Oficinas e jogos eletrônicos: produção de saúde mental?

Baum

Maraschin

2016

Interface (Botucatu)

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IntroduçãoO estudo que apresentamos a seguir buscou acompanhar a experiência de jogadores em oficinas realizadas no Centro Integrado de Atendimento Psicossocial (CIAPS) do Hospital Psiquiátrico São Pedro (HPSP) em Porto Alegre, Brasil. O CIAPS do HPSP tem como principal objetivo prestar atendimento em saúde mental a crianças e adolescentes, dentro dos princípios do SUS e de acordo com o ECA. Para tal, procura desenvolver formas de avaliação e atendimento integral à criança e ao adolescente, de ambos os sexos, incluindo, também, seus familiares e estabelecendo rede com os demais serviços da comunidade. As estratégias de intervenção visam desenvolver propostas com abordagens diversificadas, tais como: atendimentos individuais, diferentes modalidades de grupos e oficinas. A intensidade destes atendimentos se dá de acordo com a gravidade das situações avaliadas, que pode variar entre: internação, tratamento intensivo (hospital-dia ou turno), semi-intensivo e ambulatorial.A partir da promulgação da Lei da Reforma Psiquiátrica Brasileira em 2001, produziu-se a necessidade de reinvenção dos dispositivos de intervenção em serviços de saúde mental. As oficinas terapêuticas, presentes nos aparelhos de assistência à loucura desde há muito tempo, passaram por uma série de reformulações que têm lhes permitido deslocarem-se de um lugar de entretenimento e ocupação do tempo ocioso para um espaço de expressão e de criação. Nos anos transcorridos desde a implementação da reforma, observa-se que as leis são, sem dúvida, imprescindíveis, mas os serviços e seus trabalhadores necessitam criar, inventar e avaliar outras modalidades de práticas. É na perspectiva de produzir uma interface entre os serviços e a pesquisa acadêmica que o presente artigo discute a experiência de crianças e adolescentes que participaram de oficinas tecnológicas em um serviço de saúde mental, focando o uso de videogames. Nosso intuito foi o de explorar os videogames como ferramentas para intervenção no campo da saúde mental. As análises de extratos de diários de campo das oficinas de jogos possibilitaram apontar que a experiência de jogar pode oferecer novas condições para a experimentação de si, possibilitando a instituição de uma função normativa, capaz de produzir outras normas de vida e de relação. Os videogames constituem, assim, espaços espaço aberto

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Section: Oficina Com Games Em Um Serviço De Saúde Mentalunclassified

Oficinas e jogos eletrônicos: produção de saúde mental?

Baum

Maraschin

2016

Interface (Botucatu)

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“…2010). Virtual worlds support design of contextualised experiences for learners (Squire 2006), particularly through the use of interactive narratives to shape that experience (Barab et al, 2007). The persistent, yet malleable, nature of virtual worlds allows these narratives to be played out multiple times, or modified to set up differing situations.…”

Section: Virtual Worldsmentioning

confidence: 99%

“…These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources.…”

Section: Introductionmentioning

confidence: 99%

Situated, embodied and social problem-solving in virtual worlds

Cram¹,

Hedberg²,

Gosper³

et al. 2011

Research in Learning Technology

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Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

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“…As argued in [2,27], multi-player, on-line games offer an ideal environment in which gamers can communicate with one another, accomplish shared goals, and participate in solving complex problems. In order to maintain the development of the abovementioned social skills, the gameplay of Europe 2045 was designed so that co-operation among the teammates (players sharing the same project) would be necessary in order to achieve the game's very objective, i.e.…”

Section: Collaboration and Multi-user Environmentmentioning

confidence: 99%

Designing an Educational Game: Case Study of ’Europe 2045’

Šisler

Brom

2008

Transactions on Edutainment I

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Abstract. This paper presents a theoretical framework, which has been adopted in designing an on-line multi-player strategy game Europe 2045. Europe 2045 is an educational tool for high school social science courses, aimed at familiarizing students with political, economic, and social issues in contemporary Europe. Apart from learning facts, players develop a range of key skills: discussion ability, negotiation, teamwork, and group decision-making. The presented theoretical framework is based on a critical analysis of crucial issues, which seem to determine the success or failure of development and implementation of an educational game in the formal school environment. It demonstrates key approaches the authors of Europe 2045 have adopted in order to overcome already known problems related to game-based learning. On a general level this paper discusses issues related to formal fact learning in educational systems and the possible role of educational games in enhancing these systems.

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From Content to Context: Videogames as Designed Experience

Abstract: Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about

Cited by 718 publications

References 39 publications

Oficinas e jogos eletrônicos: produção de saúde mental?

Oficinas e jogos eletrônicos: produção de saúde mental?

Situated, embodied and social problem-solving in virtual worlds

Designing an Educational Game: Case Study of ’Europe 2045’

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