Being Peer Gynt: How Students Collaboratively Make Meaning of a Digital Game about a Literature Classic

Autor/inn/en	Sandberg, Magnus H.; Silseth, Kenneth
Titel	Being Peer Gynt: How Students Collaboratively Make Meaning of a Digital Game about a Literature Classic
Quelle	In: E-Learning and Digital Media, 18 (2021) 6, S.581-598 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sandberg, Magnus H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/20427530211022928
Schlagwörter	Computer Games; Classics (Literature); Educational Games; Role Playing; Cooperative Learning; Foreign Countries; Secondary School Students; Late Adolescents; Educational Technology; Technology Uses in Education; Video Games; Norway + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Rollenspiel; Kooperatives Lernen; Ausland; Sekundarschüler; Halbstarker; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Video game; Videospiel; Videospiele; Norwegen
Abstract	Henrik Ibsen's play "Peer Gynt" digs deep into the question of what it means to be oneself. An upcoming computer game version invites players to take on the role of Peer and thereby raises new questions about identity and identification. By recording dyads of students who play an early version of the game and analysing their interaction during gameplay, we examine how students collaboratively make meaning of the computer game. This study employs a sociocultural and dialogic approach to meaning making. In the analysis, we draw on Gee's theory on multiple player identities and see the dyads playing together as two "real-world" selves negotiating on creating one "virtual" self through a co-authorship of situated meaning in what Gee calls the "projective stance." To better understand their cooperation in this undertaking, we also apply Goffman's term "activity frames." The analysis shows how the dyads approach the game in different ways by establishing frames in which they interpret, impersonate or recreate Peer, in order to make meaning of their gameplay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01