In Stable Orbit: An Initial Assessment of Dispositional Changes Arising from Learning Using the Citizenship Education Videogame Space Station Leonis (original) (raw)
Related papers
In Ferdig, R. E. (Ed.), Discoveries in gaming and computer-mediated simulations: New interdisciplinary applications (pp. 128–146). Hershey, PA: IGI Global., 2011
In this chapter, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship education using the computer game Space Station Leonis. We argue for the importance of values in all learning, based upon a theory of becoming citizens that is founded on process philosophy. We relate values to dispositions as articulated manifestations of values and describe how the Leonis learning program helps to achieve dispositional shifts befitting citizenship education in a globalized and multi-cultural world.
Becoming Citizens Through Game-Based Learning
International Journal of Gaming and Computer-Mediated Simulations, 2000
In this paper, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship education using the computer game Space Station Leonis. We argue for the importance of values in all learning, based upon a theory of becoming citizens that is founded on process philosophy. We relate values to dispositions, as articulated manifestations of values, and describe how the Leonis learning program helps to achieve dispositional shifts befitting citizenship education in a globalized and multi-cultural world.
International Journal of Gaming and Computer Mediated Simulations, 1 (2), 32–51., 2009
In this paper, we share a model of game-based learning for use in the context of classroom learning in school. The model is based on the dialectic interaction between game play and dialogic engagement with peers and teacher on one hand and a developmental trajectory of competence-through-performance on the other. It is instantiated in the context of a learning program related to citizenship education using the computer game Space Station Leonis. We argue for the importance of values in all learning, based upon a theory of becoming citizens that is founded on process philosophy. We relate values to dispositions, as articulated manifestations of values, and describe how the Leonis learning program helps to achieve dispositional shifts befitting citizenship education in a globalized and multi-cultural world.
The Rise of Li’ Ttledot: A study of citizenship education through game-based learning
Australasian Journal of Educational Technology, 2012
This paper reports data obtained from the use of a bespoke video game – The Rise of Li’Ttledot – in promoting a sense of participatory citizenship among young learners. The game was developed through funding awarded by the Ministry of Education in Singapore, and was piloted in a primary school. Citizenship education illustrates well the truism that the learning of values is better caught than taught. The game was situated within a wider curricular program which included the use of question cardsin a post-gameplay dialogic session between teacher and students. The structure and scaffolds thusly afforded helped the pupils in the primary school to abstract from their experiences within the game, to relevant school-based examples.
Inculcation of Citizenship Values through Board Game
Civic Literacy is the knowledge of how to actively participate and initiate change in your community and the greater society. Civic literacy means participating effectively in civic life through knowing how to stay informed and understanding governmental processes, exercising the rights and obligations of citizenship at local, state, national and global levels, understanding the local and global implications of civic decisions and acting responsibly with the interests of the larger community in mind. This paper describes the development of BGCG based on the above mentioned concept. This game is developed to promote civic literacy among students. The demands and inputs of learner are included during the development of game i.e. curiosity, twists, motivation in the form of rewards and punishments and opportunities for decision making. While playing BGCG, the learners play to get higher civic index to become the best citizen of their country. The items were prepared based on civic indicators i.e., regular voting, regular volunteering, protesting, campaign contribution etc. The game is recommended as appropriate cost effective learning tool for developing civic responsibilities and civic literacy. It is helpful to create positive attitude towards civic responsibilities and create civic awareness among students even in the absence of required real experiences.
2013
Abstract: Educational systems worldwide are being challenged to respond effectively to the digital revolution and its implications for learning in the 21st century. In the present new media age, educational reforms are desperately needed to support more open and flexible structures of on-demand learning that equip students with competencies required in a globalized and multicultural world. Game-based learning represents one pathway to educational reform through its emphasis on performance. In this paper we describe the Statecraft X game-based learning program that blends performative game-based learning with dialogic pedagogy in the context of citizenship education. The Statecraft X curriculum was designed with the understanding that a digital game on its own does not necessarily lead to meaningful student learning. Rather, it is the students together with their peers and aided by their teacher who must work together to make meaning of their in-game experiences and connect these exp...
Effective game based citizenship education in the age of new media.
Electronic Journal of e-Learning, 11(1), 16–28., 2013
Educational systems worldwide are being challenged to respond effectively to the digital revolution and its implications for learning in the 21st century. In the present new media age, educational reforms are desperately needed to support more open and flexible structures of on-demand learning that equip students with competencies required in a globalized and multicultural world. Game-based learning represents one pathway to educational reform through its emphasis on performance. In this paper we describe the Statecraft X game-based learning program that blends performative game-based learning with dialogic pedagogy in the context of citizenship education. The Statecraft X curriculum was designed with the understanding that a digital game on its own does not necessarily lead to meaningful student learning. Rather, it is the students together with their peers and aided by their teacher who must work together to make meaning of their in-game experiences and connect these experiences to real-world events and issues through thoughtful reflection. With a view to addressing widespread shortcomings of citizenship education that reduce the curriculum to learning about citizenship, the Statecraft X game, played on Apple iPhones, provides students with a first person experience of governance by allowing them to take on the role of governors and thus to enact governance. Central to the SCX program is its dialogic pedagogy where teachers facilitate meaningful conversations among students and advance their understanding of citizenship and governance. In this paper, we report an implementation of the Statecraft X curriculum in a Social Studies class attended by 42 15-year-olds attending a secondary school in Singapore. Students’ understanding of governance and citizenship was assessed by means of an essay that students attempted at the end of the program. Students’ performance in the essay was compared with a comparable control group taught the same topic by traditional method. The results indicate that students of the intervention class outperformed the control class students. Our findings suggest that the Statecraft X curriculum has efficacy in achieving the desired curricular learning outcomes. These findings have implications for school leaders, teachers, and students with respect to introducing and integrating game-based learning in regular classrooms.
Citizenship education goes digital
After years of neglect, civics education is gaining the attention of educators, political scientists, and politicians in the United States. As recent national citizenship reports have suggested, the level of civic knowledge in the U.S. has remained unchanged or even declined over the past century (NCES, 2011). New technological innovations are, however, providing promising hope for restoring civic education in the United States. This study explores the impact of one of these innovative technologies, iCivics.org, an online civics education gaming program. This study examined the impact of structured game engage- ment in 13 classrooms (grades 4, 5, 6, 8, 12) with over 250 children. To explore the effectiveness of this program on students0 civic knowledge, this article presents a three- dimensional analysis of the results, including both quantitative and qualitative data. Initial results of this study suggest that iCivics provides positive gains in students0 content knowledge. Moreover, findings highlight the important role teachers play in implement- ing iCivics and the need for more research on civics education through gaming formats. Copyright & 2013, The International Society for the Social Studies. Published by Elsevier, Inc. All rights reserved.
Promoting inclusive education, civic scientific literacy, and global citizenship with videogames
Cultural Studies of Science Education, 2012
In this response to Yupanqui Munoz and Charbel El-Hani's paper, ''The student with a thousand faces: From the ethics in videogames to becoming a citizen'', we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as Grand Theft Auto, Street Fight, Command and Conquer: Generals, Halo, and Fallout 3 using Neil Postman's (1993) conceptualization of technopoly along with Bill Green and Chris Bigum's (1993) notion of the cyborg curriculum. Our contention is that these games are not representative of current educational videogames about science, which hold the potential to enhance civic scientific literacy across a diverse range of students while promoting cross-cultural understandings of complex scientific concepts and phenomenon. We examine games that have undergone empirical investigation in general education science classrooms, such as River City, Quest Atlantis, Whyville, Resilient Planet, and You Make Me Sick!, and discuss the ways these videogames can engage students and teachers in a constructivist dialogue that enhances science education. Our critique extends Munoz and El-Hani's discussion through an examination of the ways videogames can enhance science education by promoting inclusive education, civic scientific literacy, and global citizenship.
Development, Identity, and Game-Based Learning
Handbook of Research on Effective Electronic Gaming in Education, 2009
This chapter considers the use of computer games to help students construct their personal identity and develop dispositions that become active and responsible citizenship. It argues that the construction of identity requires both performative and narrative components and that these elements can be realized in a learning environment that affords students the opportunity to engage in a dialectic interplay between role playing in a game world and dialogic interaction outside of the game world. Research findings from an initial data set showing how students project their identities onto in-game characters are shared. The findings suggest that role playing in computer games can be effective in fostering attitudes, values, and beliefs desired of citizenship education.