{"id":66,"date":"2016-05-11T09:19:00","date_gmt":"2016-05-11T00:19:00","guid":{"rendered":"http:\/\/rcgs-jp.check-xserver.jp\/?p=66"},"modified":"2023-01-16T15:28:48","modified_gmt":"2023-01-16T06:28:48","slug":"2016%e5%b9%b4%e5%ba%a6%e7%ac%ac1%e5%9b%9e%e5%ae%9a%e4%be%8b%e7%a0%94%e7%a9%b6%e4%bc%9a%e3%80%8cstudents-as-game-designers-exploring-challenges-and-benefits-of-curriculum-based-classroom-game-design","status":"publish","type":"post","link":"https:\/\/www.rcgs.jp\/?p=66","title":{"rendered":"2016\u5e74\u5ea6\u7b2c1\u56de\u5b9a\u4f8b\u7814\u7a76\u4f1a\u300cStudents as Game Designers: Exploring Challenges and Benefits of Curriculum-Based Classroom Game Design\u300d\uff08Kristine \u00d8ygardslia\uff09"},"content":{"rendered":"

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\n\u30a2\u30af\u30bb\u30b9\uff1ahttps:\/\/www.arc.ritsumei.ac.jp\/j\/aboutus\/access.html<\/a><\/td>\n<\/tr>\n
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\u30bf\u30a4\u30c8\u30eb<\/th>\nStudents as Game Designers: Exploring Challenges and Benefits of Curriculum-Based Classroom Game Design<\/td>\n<\/tr>\n
\u767a\u8868\u8005<\/th>\nKristine \u00d8ygardslia (PhD Candidate, Department of Education and Lifelong Learning, Norwegian University of Science and Technology (NTNU))<\/td>\n<\/tr>\n
\u6982\u8981<\/th>\nIn this presentation, I will show some of the results from my ongoing PhD research project at the Norwegian University of Science and Technology, where I explore the challenges and benefits of introducing computer game design into formal education. Using focused ethnography and inspired by design-based research, I developed a set of learning resources for creating games focusing on storytelling, character development and world building. I then collected video data from one 6th grade class and one 7th grade class where the students designed their own computer games about topics from their social studies curriculum: The Renaissance, the great explorers, the Viking Age, and the Medieval Ages.
\nThe presentation will focus on three key aspects of my research. The first point is related to one of the challenges of game-oriented learning, by looking at the tensions occurring between students who orient towards the activity as either informed by their leisure practices or based on the norms and values of the classroom. The second point is to show some of the benefits of classroom game design, and how creating computer games in the classroom might contribute to the students\u2019 social studies learning outcomes. Finally, I will focus on how game design might be integrated with already existing classroom practices, and how game design involves using a network of digital and traditional artifacts such as Wikipedia and Google, wall maps, textbooks, pen and paper.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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