Games with learning”
Adpositions and the lusory attitude
Bibliographic Data
| ID | 12428073 |
|---|---|
| Authors | Sean C Duncan (Indiana University Bloomington, corresponding author) |
| Year | 2016 |
| Volume | 24 |
| Issue | 3 |
| Pages | 246-256 |
| Publication date | 2016-08-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | On the Horizon The International Journal of Learning Futures (JOURNAL) |
| Journal identifiers | ISSN: 1074-8121 • E-ISSN: 2054-1708 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/oth-04-2016-0020 |
| OpenAlex | W2507680979 |
| Language | EN |
| Citations received | 2 |
| References cited | 18 |
Purpose Games and learning research has diverged into “games for learning” and “games as learning” research. This paper aims to provide a third framing, “games with learning”, that can help address the lived experiences learners have with these media outside of formal, instructional contexts. Design/methodology/approach This paper is a critical analysis of the current games and learning field, considering what has been missed by recent research in the field and how we might benefit from further consideration of what Bernard Suits calls the “lusory attitude” or voluntary choice to accept inefficiencies in achieving goals. The paper analyzes dominant rhetoric of educational game research, with the intent of revealing the implicit assumptions about play and choice that much recent “games for learning” and “games as learning” work may have ignored. Findings The paper reveals that the further consideration of learning through extant play with games (characterized here as “games with learning”) can be a means of shifting the direction of educational games research toward investigations of how games are played “in the wilds” of out-of-school contexts. The paper advocates for a shifting of focus from compulsory contexts to the study of voluntary game play. Social implications The paper argues for the complex value of games and gameplay in non-institutional settings, and advocates for further research to understand games in non-institutional spaces. Originality/value The key argument is that games and learning to date has focused inordinately on how games can further educational design, rather than how the use of games can reveal important new contexts for learning
Extant taxon · Framing (construction · Game mechanics · Mathematics education · Multimedia · Originality · Qualitative research · Social science · Sociology · Turns, rounds and time-keeping systems in games · Value (mathematics · Video game design · Computer Science · Digital Games and Media · Educational Games and Gamification · Impact of Technology on Adolescents · Psychology
Cognition in the Wild
Teaching Machines
Learning by Design
Digital Generations
The Grasshopper
My Life as a Night Elf Priest
Beyond the Screen
Massively Multiplayer Online Video Gaming as Participation in a Discourse
Getting Played
Educating the fighter
Transformational Play
From Content to Context
The Meaning of Race and Violence in Grand Theft Auto
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |