Alternate Reality Games as Learning Environments for Student Induction

Autor/inn/en	Whitton, Nicola; Jones, Rosie; Wilson, Scott; Whitton, Peter
Titel	Alternate Reality Games as Learning Environments for Student Induction
Quelle	In: Interactive Learning Environments, 22 (2014) 3, S.243-252 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2011.641683
Schlagwörter	Simulated Environment; Computer Simulation; Educational Technology; Technology Uses in Education; Foreign Countries; College Students; Educational Games; School Orientation; Program Effectiveness; College Freshmen; Program Evaluation; Questionnaires; Interviews; Student Attitudes; Student Participation; United Kingdom + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Collegestudent; Educational game; Lernspiel; Studienanfänger; Programme evaluation; Programmevaluation; Fragebogen; Interviewing; Interviewtechnik; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Großbritannien
Abstract	Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative way to support the student induction process at Manchester Metropolitan University. The "ViolaQuest" game provided a mechanism for new university students to meet with others, navigate a new city and undertake information literacy induction activities within a purposeful context. The project ran from April 2008 to March 2009, and while the game itself had limited success in terms of student participation and impact, there were many lessons learned in terms of appropriate design and implementation of alternative reality games to support learning. This article describes the evaluation, results, lessons learned and raises a number of questions as to the suitability of ARGs in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10