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From Content to Context: Videogames as Designed Experience

From Content to Context: Videogames as Designed Experience Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players’ understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game-world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Researcher SAGE

From Content to Context: Videogames as Designed Experience

Educational Researcher , Volume 35 (8): 11 – Nov 1, 2006

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References (103)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0013-189X
eISSN
1935-102X
DOI
10.3102/0013189X035008019
Publisher site
See Article on Publisher Site

Abstract

Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players’ understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game-world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners.

Journal

Educational ResearcherSAGE

Published: Nov 1, 2006

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