Virtual Learning Spaces: Designing Learning and Learning to Design

Abstract

This paper argues the pedagogical positioning of video gaming spaces in art and design education as alternative studios. It serves as an analytical formulation for understanding gaming spaces as studio spaces. During the introduction, the paper argues the qualities of studio learning goals and related assessment approaches. After that, it explores studio spaces and their position in learning through a constructivist approach. It uses the theory of four pillars of education during this exploration. It continues with a structural analysis of video games. It approaches this structure and its elements as enablers of a unique spatial experience. Later, it discusses how studio and gaming spaces are in tune with one another, by arguing the resemblances between studio education and game structure. Lastly, it suggests using studio evaluation methods due to this similarity and concludes with further research suggestions.