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Exploring educational video game design: meaning potentials and implications for learning
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.ORCID-id: 0000-0002-5101-7369
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
2011 (engelsk)Inngår i: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches / [ed] Patrick Felicia, 9781609604950: Information Science Reference , 2011, s. 1004-1018Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The aim of this chapter is to explore two educational video games as a repository for action and meaning-making. Rixdax and El Patron feature two different game genres and designs. Through a comparative analysis, it will be shown how these two games actually address very different learning goals and also seem to miss a crucial aspect of learning: reflective action. This chapter will investigate how the layout on the screen is composed and how knowledge is represented. To do so, six structuring factors introduced by Prensky (2001), some of the organizing principles of learning design developed by Selander (Selander, 2008a-b; 2009, Selander & Åkerfeldt, 2008) and the multimodal framework developed by Kress and van Leeuween (Kress & van Leeuween, 2006; Kress, 2010; van Leeuween, 2005) are used. The chapter analyses the individual elements as semiotic resources in the educational video game and show how these elements are represented, especially from the points of view of information value, salience and framing, but also how the information is sequenced, the tempo of the games and how they accommodate meta-reflection by the users.

sted, utgiver, år, opplag, sider
9781609604950: Information Science Reference , 2011. s. 1004-1018
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-106548DOI: 10.4018/978-1-60960-495-0ISBN: 9781609604950, ISBN: 9781609604967 (tryckt)ISBN: 1609604954 (tryckt)OAI: oai:DiVA.org:su-106548DiVA, id: diva2:737180
Tilgjengelig fra: 2014-08-12 Laget: 2014-08-12 Sist oppdatert: 2019-12-12bibliografisk kontrollert
Inngår i avhandling
1. Didaktisk design med digitala resurser: En studie av kunskapsrepresentationer i en digitaliserad skola
Åpne denne publikasjonen i ny fane eller vindu >>Didaktisk design med digitala resurser: En studie av kunskapsrepresentationer i en digitaliserad skola
2014 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Didactic design with digital resources : A study of representations of knowledge in a digitalised school
Abstract [en]

In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc.

In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis.

My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication.

sted, utgiver, år, opplag, sider
Stockholm: Institutionen för pedagogik och didaktik, Stockholms universitet, 2014. s. 117
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 32
Emneord
didactic design, designs for learning, knowledge, representations, digital resources, cultures of recognition, multimodality, didaktiks design, design för lärande, kunskap, representationer, digitala resurser, erkännandekulturer, multimodalitet
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:su:diva-106851 (URN)978-91-7447-971-3 (ISBN)
Disputas
2014-09-26, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (svensk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 4: Manuscript.

Tilgjengelig fra: 2014-09-04 Laget: 2014-08-25 Sist oppdatert: 2019-12-12bibliografisk kontrollert

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