The Art of Tacit Learning in Serious Location-Based Games

Dados Bibliográficos

ID22166175
AutoresJ Sheahan (0000-0001-8282-4094, RMIT University), Hugh Davies (0000-0003-3060-166X, RMIT University), L Hjorth (0000-0002-4793-3233, RMIT University)
Ano2021
Volume6
Data de publicação2021-07-16
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2021.686633
OpenAlexW3186860765
IdiomaEN
Referências citadas26

Over the past two decades, location-based games have moved from media art fringes to the mass cultural mainstream. Through their locative affordances, these game types enable practices of wayfaring and placemaking, with the capacity to deliver powerful tacit knowledge. These affordances suggest the potential for the development of location-based games in educational contexts. This paper presents three cases studies— TIMeR and Wayfinder Live and Pet Playing for Placemaking —to illustrate how each uses elements of wayfaring and placemaking to bring new opportunities for education through a tacit knowledge approach

Affordance · Art · Human–computer interaction · Knowledge management · Mainstream · Placemaking · Political science · Tacit knowledge · Visual arts · Augmented Reality Applications · Computer Science · Educational Games and Gamification · Museums and Cultural Heritage · Architecture