Learning to Play Games or Playing Games to Learn? A Health Education Case Study with Soweto Teenagers

Autor/in	Amory, Alan
Titel	Learning to Play Games or Playing Games to Learn? A Health Education Case Study with Soweto Teenagers
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 6, S.810-829 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Health Education; Video Games; Case Studies; Educational Games; Constructivism (Learning); Learner Engagement; Adolescents; Youth; Journal Writing; Reflection; Learning Strategies; Health Promotion; Computer Assisted Instruction; Tests; Discussion; Instructional Effectiveness; Nongovernmental Organizations; Communicable Diseases; Teaching Methods; South Africa + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Video game; Videospiel; Videospiele; Case study; Fallstudie; Case Study; Educational game; Lernspiel; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zeitschriftenaufsatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Computer based training; Computerunterstützter Unterricht; Examination; Prüfung; Examen; Diskussion; Unterrichtserfolg; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of this study was to investigate the use of an educational computer video game in teaching and learning. Cultural-historical activity theory is used heuristically to explore the social and cultural interactions during game play. It is argued that knowledge construction occurs when video games function as a tool to mediate learning rather than as instructional media. The unit of analysis is not the game as instruction but engagement with the game. Twelve 14 to 19 year old black orphans from Soweto, South Africa, participated in a case study. Groups of three participants, which included both sexes, played the game for at least six hours, kept a personal reflective journal, and after play answered a knowledge test and participated in a round-robin discussion. Results show that participants gained new knowledge, recognised that the game mediated their learning, identified the object of the activity and discussed how they might help their community. Results support the use of games as tools to mediate learning. (Contains 1 table and 6 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10