TY - CHAP

T1 - Unpacking the Domains and Practices of Game-Oriented Learning

AU - Hanghøj, Thorkild

AU - Misfeldt, Morten

AU - Bundsgaard, Jeppe

AU - Fougt, Simon Skov

PY - 2018

Y1 - 2018

N2 - Using games for learning tends to blur boundaries across across in- and out-of-school domains. In this way, it becomes difficult to describe and understand the meaning-making processes involved in game-oriented learning. In this chapter, we present the analytical framework of scenario-based education, which can be used to explore the translation processes and framings in relation to using game-oriented learning designs. The framework is used to analyse two empirical cases. The first case concerns the use of two different types of computer games (the serious game Global Conflicts: Latin America and the horror game Penumbra) in formal education and focuses on the relation between schooling and everyday life. The second case concerns the development and use of a specially designed practice simulation that invites school children into a universe as professional journalists and newspaper editors and hence builds on a designed relation between schooling and professional domains. Based on these examples, we discuss how the aims and practices of game-oriented learning designs must be translated, communicated, negotiated, integrated, and thus reframed by teachers and students in order to produce relevant and valid forms of educational knowledge.

AB - Using games for learning tends to blur boundaries across across in- and out-of-school domains. In this way, it becomes difficult to describe and understand the meaning-making processes involved in game-oriented learning. In this chapter, we present the analytical framework of scenario-based education, which can be used to explore the translation processes and framings in relation to using game-oriented learning designs. The framework is used to analyse two empirical cases. The first case concerns the use of two different types of computer games (the serious game Global Conflicts: Latin America and the horror game Penumbra) in formal education and focuses on the relation between schooling and everyday life. The second case concerns the development and use of a specially designed practice simulation that invites school children into a universe as professional journalists and newspaper editors and hence builds on a designed relation between schooling and professional domains. Based on these examples, we discuss how the aims and practices of game-oriented learning designs must be translated, communicated, negotiated, integrated, and thus reframed by teachers and students in order to produce relevant and valid forms of educational knowledge.

U2 - 10.13140/RG.2.2.25732.37764

DO - 10.13140/RG.2.2.25732.37764

M3 - Book chapter

SN - 9789004388802

T3 - Gaming Ecologies and Pedagogies Series

SP - 29

EP - 46

BT - Games and Education

A2 - Arnseth, Hans Christian

A2 - Hanghøj, Thorkild

A2 - Misfeldt, Morten

A2 - Henriksen, Thomas Duus

A2 - Selander, Staffan

A2 - Ramberg, Robert

PB - Brill

ER -