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Making sense of game-play: how can we examine learning and involvement?

Iacovides, Ioanna; Aczel, James; Scanlon, Eileen and Woods, William (2011). Making sense of game-play: how can we examine learning and involvement? In: Proceedings of DiGRA 2011 Conference: Think Design Play. .

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Abstract

It has been argued that there is a need for more “rigorous research into what players do with games (particularly those that don’t claim explicit status as educational), and a better understanding of the thinking that is involved in playing them.” (Squire, 2008, p.167). This paper introduces a set of methods developed to explore these issues via a multiple case study approach, including; game-play observation, cued post-play interview, the collection of physiological data and the use of gaming diaries over a three week period. An examination of the strengths and limitations of the approach adopted is presented with reference to two particular methodological issues (i) how to identify breakdowns and breakthroughs that occur during game-play; (ii) how to identify learning occurring beyond game-play. The paper will conclude by emphasising the importance of taking both micro and macro level experiences into account when it comes to capturing learning and involvement within this context.

Item Type: Conference or Workshop Item
Copyright Holders: 2011 Authors & Digital Games Research Association (DiGRA)
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetESRC (Economic and Social Research Council)
Keywords: involvement; informal learning; play studies; methodology
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Learning Teaching and Innovation (LTI) > Strategy Planning & Policy
Interdisciplinary Research Centre: Health and Wellbeing PRA (Priority Research Area)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 47021
Depositing User: Ioanna Iacovides
Date Deposited: 15 Aug 2016 13:22
Last Modified: 16 Aug 2017 15:36
URI: http://oro.open.ac.uk/id/eprint/47021
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