Connected Gaming

What Making Video Games Can Teach Us about Learning and Literacy
MIT Press
  • 1. Auflage
  • |
  • erschienen am 16. Dezember 2016
  • |
  • 224 Seiten
E-Book | ePUB mit Adobe-DRM | Systemvoraussetzungen
978-0-262-33695-6 (ISBN)
Over the last decade, video games designed to teach academic content have multiplied. Students can learn about Newtonian physics from a game or prep for entry into the army. An emphasis on the instructionist approach to gaming, however, has overshadowed the constructionist approach, in which students learn by designing their own games themselves. In this book, Yasmin Kafai and Quinn Burke discuss the educational benefits of constructionist gaming -- coding, collaboration, and creativity -- and the move from 'computational thinking' toward 'computational participation.' Kafai and Burke point to recent developments that support a shift to game making from game playing, including the game industry's acceptance, and even promotion, of 'modding' and the growth of a DIY culture. Kafai and Burke show that student-designed games teach not only such technical skills as programming but also academic subjects. Making games also teaches collaboration, as students frequently work in teams to produce content and then share their games with in class or with others online. Yet Kafai and Burke don't advocate abandoning instructionist for constructionist approaches. Rather, they argue for a more comprehensive, inclusive idea of connected gaming in which both making and gaming play a part.
  • Englisch
  • Cambridge
  • |
  • USA
978-0-262-33695-6 (9780262336956)
weitere Ausgaben werden ermittelt
  • Intro
  • Contents
  • Series Foreword
  • Foreword
  • Preface to 1995 Minds in Play: Games to Be Played, Games to Be Made
  • 1 Introduction
  • Blurring the Line between Playing and Making Games
  • Growing Communities of "Game Makers"
  • The Educational Opportunity (and Imperative) for Constructionist Gaming
  • The Need for Connected Gaming
  • Book Overview
  • 2 The Serious Side: Making Games for Learning
  • Putting Programming into Context
  • Making Games to Learn How to Code: Concepts, Practices, and Perspectives
  • Learning Computational Concepts through Game Making
  • Making Games for Learning Academic Content
  • Making Games for Learning about Learning
  • Learning and Literacy in Playing and Making Games
  • 3 The Social Side: Making Games Together Beats Making Them Alone
  • Gaming as a Learning Community
  • Small Game-Making Communities: Pairs and Teams
  • Designing a School for Connected Gaming: Returning to Q2L
  • Expanding Gaming within the School System: Globaloria
  • Going National: The STEM National Video Game Challenge
  • DIY Game-Making Communities: Making for and with Your Peers
  • Connected Gaming for Millions
  • Conclusion
  • 4 The Cultural Side: Rethinking Access and Participation in Gaming
  • Participation Politics in Digital Cultures
  • Getting Girls into Computing and Gaming
  • Constructionist Gaming as a STEM Pipeline for Girls
  • Finding Boys in Gaming and Computing (and Not Finding Them)
  • Glitch Game Testers: Bringing African American Males into STEM
  • Beyond Access and Participation: Why Values Are Important
  • 5 The Tangible Side: Connecting Old Materials with New Interfaces in Games
  • Learning by Making
  • Gaming Beyond the Screen: New Tools and Everyday Materials
  • Augmented Boards: Combining Old and New Games
  • Wearable Controllers: Combining High and Low Technologies
  • Flipping the Script: Online Game Inspires Real-Life Circuits
  • Serious Gaming beyond the Screen
  • 6 The Creative Side: Tools for Modding and Making Games
  • Microworlds as Tools and Contexts for Learning
  • Design Principles for Gaming Tools and Communities
  • From Game Making to Game Modding
  • Connected Gaming Going Forward
  • 7 Connected Gaming for All
  • Situating Learning and Literacy in Connected Gaming
  • Formally Implementing Connected Gaming for Learning
  • Broadening Participation in Connected Gaming
  • Deepening Participation in Connected Gaming
  • Coda
  • Acknowledgments
  • Notes
  • Chapter 1: Introduction
  • Chapter 2: The Serious Side
  • Chapter 3: The Social Side
  • Chapter 4: The Cultural Side
  • Chapter 5: The Tangible Side
  • Chapter 6: The Creative Side
  • Chapter 7: Connected Gaming for All
  • Coda
  • References
  • Index

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