The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school

Silseth, Kenneth

doi:10.1007/s11412-011-9132-x

Cited by 62 publications

(30 citation statements)

References 29 publications

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“…Furthermore, Watson, Mong, and Harris (2011) illustrated how a lack of guidance could lead teachers with game knowledge to lose valuable information about student learning through games, and to create assessments that do not fully combine the strengths of the game with student curricular activities. Similarly, Silseth (2012) stressed the importance of teachers being able to identify "teachable moments" during game play and learning strategies to unite in-game and out-of-game experiences to support students' personal engagement with the curriculum (Silseth, 2012). Lastly, Eastwood and Sadler (2013) concluded that a game-based learning pedagogical model could provide guidance to novice and veteran teachers in synthesizing their content and pedagogical expertise, and in adapting the use of games according to the needs of their teaching contexts.…”

Section: Game-based Pedagogical Model For Supporting Teachersmentioning

confidence: 99%

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

Foster

Shah

2015

Journal of Research on Technology in Education

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This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for understanding the process of students' content knowledge and motivation to learn. Pre to post assessments were administered for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning. (

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Section: Game-based Pedagogical Model For Supporting Teachersmentioning

confidence: 99%

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

Foster

Shah

2015

Journal of Research on Technology in Education

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“…Virtual environments that provide chat functions and avatar interaction in 3D environments have been studied as a tool for facilitating collaborative learning (e.g., Baydas et al, 2015;Molenaar et al, 2011;Silseth, 2011;Prensky, 2001). With a growing population of technologically competent students, many researchers have claimed that virtual environments have considerable potential for language learning and teaching (e.g., Luccioni et al, 2015;Thorne & Reinhardt, 2008).…”

Section: English Immersed Education and Computer-supported Collaboratmentioning

confidence: 99%

Communicative Language Learning and Curriculum Development in the Digital Environment

Kim

2015

ASS

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Many schools in non-native English speaking countries are making efforts to implement English Immersed Education (EIE) in order to teach students English in context. Concurrently, the field of education is changing with the rapid evolution of technology, and with teachers and students becoming more technologically adept, ways of teaching and learning are advancing. Computer-supported collaborative learning (CSCL) is readily being applied to second language learning, as technologically rooted activities can provide many benefits to English Language Learners (ELLs). The aim of this study was to explore how the design of collaborative tasks within a virtual environment can enhance ELLs interactive communication, in terms of quality and quantity. First, literature on pedagogical applications of virtual worlds, in a general context and in a language learning context, is explored, as is the notion of cultural relevance and its impact on learning. Design-based methodology was employed, as five different virtual tasks were designed and implemented at Chungwhang Middle School and Indam High School in Seoul, South Korea. Results showed that the amount of interactivity among students and the nature of that interactivity were positively affected through the use of task-based virtual activities. Higher levels of conversation, in terms of quality and quantity, were developed when tasks focused on culture. Thus, further research is suggested on designing culturally relevant quests based on academic content.

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“…Many studies have shown that embedding learning content in computer games is able to make learning more interesting, and hence can improve students' learning motivation (Hung, Hwang, Lee, & Su, 2012;Silseth, 2012;Wu, Hsiao, Wu, Lin, & Huang, 2011). On the other hand, researchers have indicated the importance of adopting proper learning strategies or supportive tools in order to develop effective educational computer games (Hwang, Yang, & Wang, 2013;Shaffer, 2006;.…”

Section: Introductionmentioning

confidence: 99%

A time sequence-oriented concept map approach to developing educational computer games for history courses

Yang

Jing-hong

2014

Interactive Learning Environments

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Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based environment to facilitate students' learning of historical events and their organization during the gaming process. With this approach, students can easily learn the precedence relationships among the historical events that occurred in different time periods with the time sequence-oriented concept map. To evaluate the effectiveness of the proposed approach, a historical role-playing game has been developed for an elementary school history course to examine the students' performance in terms of learning motivation, self-efficacy and learning achievements. A subject unit, the "Siege of Fort Zeelandia by Zheng Cheng-Gong," was chosen as the history topic. The results show that the proposed approach can significantly enhance the students' learning achievement, but did not affect their learning motivation or self-efficacy for the history course. As a consequence, it is concluded that students can benefit from concept maps in terms of enhancing their learning achievement, but they do not necessarily enjoy using concept maps in game-based learning activities.

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The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school

Cited by 62 publications

References 29 publications

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

The Play Curricular Activity Reflection Discussion Model for Game-Based Learning

Communicative Language Learning and Curriculum Development in the Digital Environment

A time sequence-oriented concept map approach to developing educational computer games for history courses

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