Hypercontextualized Learning Games: Fantasy, Motivation, and Engagement in Reality

Autor/inn/en	Islas Sedano, Carolina; Leendertz, Verona; Vinni, Mikko; Sutinen, Erkki; Ellis, Suria
Titel	Hypercontextualized Learning Games: Fantasy, Motivation, and Engagement in Reality
Quelle	In: Simulation & Gaming, 44 (2013) 6, S.821-845 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-8781
DOI	10.1177/1046878113514807
Schlagwörter	Games; Design; Telecommunications; Handheld Devices; Museums; Local History; Grade 7; Questionnaires; Grades (Scholastic); Learner Engagement; Student Motivation; Statistical Analysis; Qualitative Research; Correlation; Fantasy; Affective Behavior; Cognitive Processes; Video Games; Foreign Countries; Simulated Environment; Computer Simulation; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Telekommunikationstechnik; Museum; Museumswesen; Museen; Ortsgeschichte; School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Notenspiegel; Schulische Motivation; Statistische Analyse; Qualitative Forschung; Korrelation; Fantasie; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Video game; Videospiel; Videospiele; Ausland; Künstliche Umwelt; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	A Hypercontextualized Game (HCG) is a locally designed game that supports its players in gathering context-specific information and in-depth understanding and knowledge regarding the context of a site. LIEKSAMYST, an exciting mobile application, with which visitors can play various games based on stories, was originally developed for the open-air section of the Pielinen Museum and is an example of such a hypercontextualized game. Each individual game (which together make up LIEKSAMYST) was developed in, for and with the co-operation of the Pielinen Museum. In its design, LIEKSAMYST purposefully attempts to connect users to the local history and thus promote affective engagement. With the co-operation of both a local school (Lieksan Keskuskoulu) and the museum authorities, we set out to discover how LIEKSAMYST guides the informal learning experience of Grade 7 pupils. We gathered information from 101 pupils on-site (through questionnaires) and used this data, as well as the pupils' academic grades, to elucidate our study by investigating the relationship between engagement and motivation. The data were analyzed using a quantitative method guided by a qualitative interpretational approach and we found a significant correlation between (a) fantasy and (b) affective and cognitive engagement. The study highlighted the importance of evoking and harnessing both affective and cognitive engagement, through the fundamental element of fantasy, in the game narrative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10