| Revista: | Acta scientiarum. Education |
| Base de datos: | |
| Número de sistema: | 000596522 |
| ISSN: | 2178-5198 |
| Autores: | Kourkoulou, Dora1 Bettivia , Rhiannon2 |
| Instituciones: | 1University of Illinois at Urbana-Champaign, Urbana, Illinois. Estados Unidos de América 2Simmons University, Boston, Massachusetts. Estados Unidos de América |
| Año: | 2023 |
| Volumen: | 45 |
| Número: | s/n |
| Paginación: | 65840-65840 |
| País: | Brasil |
| Idioma: | Inglés |
| Tipo de documento: | Artículo |
| Resumen en inglés | In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term technodeviance serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content. |
| Resumen en español | En este artculo, exploramos las contradicciones en los movimientos desiguales de involucrar los videojuegos en el aprendizaje y el despliegue afectivo del juego como mecanismo estratgico para garantizar el cumplimiento institucional y cvico. Con ese propsito, estamos rastreando los vnculos entre los paradigmas evaluativos positivistas en la erudicin del Aprendizaje basado en juegos digitales (DGBL), argumentando que una evaluacin lineal de la transmisin del conocimiento no aborda adecuadamente la complejidad de los mundos virtuales y los procesos de aprendizaje que movilizan. Como respuesta, proponemos un marco pedaggico ciberldico que incorpora las prcticas y actuaciones de produccin de conocimiento de los jugadores en el contexto social ms amplio que ocupan, reconociendo su hibridez como experiencias digitales y fsicas. Aplicamos este marco a una lectura de estudio de caso de una entrada de vlog realizada como una gua humorstica sobre el distanciamiento social al comienzo de la pandemia de COVID-19. Nuestra lectura reconoce la operacionalizacin de los modos de comunicacin del conocimiento como tropos mientras enfatiza proyectos discretos de conciencia de marca, formacin de identidad y reclamos de espacio digital. Nuestro anlisis del desempeo de vlog de lo que llamamos 'tecnodesviacin' sirve para eliminar el exotismo de la desviacin en la investigacin educativa; problematizar el supuesto de transmisin y representacin del conocimiento unidireccional; y centrar el valor pedaggico del juego y los datos de juego que se encuentran en los textos de cultura popular y en el contenido generado por el usuario. |
| Resumen en portugués | In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term technodeviance serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content. |
| Disciplinas: | Antropología, Educación |
| Palabras clave: | pedagogas ciber-ldicas, metodologas pos-crticas, videojuegos, aprendizaje digital basado en juegos., Antropología de la cultura, Pedagogía |
| Keyword: | cyber-ludic pedagogies, post-critical methodologies, video games, digital game-based learning., Cultural anthropology, Pedagogy |
| Texto completo: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
