Virtual Communities in a Secondary School--Discovering the Internal Grammar of Video Games

Autor/inn/en	Méndez, Laura; García-Pernía, María Ruth; Cortés, Sara
Titel	Virtual Communities in a Secondary School--Discovering the Internal Grammar of Video Games
Quelle	In: Journal of New Approaches in Educational Research, 3 (2014) 1, S.2-10 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Video Games; Educational Technology; Technology Uses in Education; Secondary School Students; Workshops; Communities of Practice; Ethnography; Student Participation; Teaching Methods; Simulated Environment; Interpersonal Relationship; Group Discussion; Language Usage; Foreign Countries; Cooperative Learning; Student Attitudes; Spain (Madrid) + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Lernwerkstatt; Schulung; Community; Ethnografie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Umwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendiskussion; Sprachgebrauch; Ausland; Kooperatives Lernen; Schülerverhalten
Abstract	This study attempts to show how the creation of an innovative scenario, introducing video games and online communities as educational resources in the classroom, facilitates the development of new literacies in the context of participatory culture. The experience described was carried out during the 2010-2011 academic year in a secondary school located in Madrid. The workshop was organized using a social simulation video game, The Sims 3, and the online community Play and Learn, created specifically for this project. From an ethnographic perspective, the article focuses mainly on analyzing what happened outside the game sessions, when the students became involved in the online community after interacting with the game in the classroom. The fact that they participated in a virtual conversational space (through a forum) serves to support the game and encourage reflection from all participants. The results show that social relationships were developed within the online community, where individual contributions proved especially important for group discussion. Participation made it possible for students to become aware of the speech and rules of the game and to improve the acquisition process of new literacies. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01