Theses 2009

TITLE: Making Sense of Video Games: An Ethnographic Case Study on the Meaning-making Practices of Asian Adolescents

Year:	2009
Country:	Thesis: United States	Candidate: Taiwan
Degree:	Doctorate of Education (Ed.D.)
Institution:	Teachers College, Columbia University
Department:	Language, Literacy and Technology
URL:	hungchiayuan.com/aaronchiayuanhung - Dissertation.pdf

Abstract:

Despite the growing number of studies on video games, there are still gaps in video game research, especially when it comes to describing the situated (in situ) actions of gameplay. The study explores the locally-produced meaning-making practices of video game players, and analyzes gameplay as it occurs, not as a post hoc, reconstructed event, but as a situated event that unfolds in time. The participants of this study are Asian adolescents in New York City who play video games after school. The study is guided by ethnomethodology, an approach that has been applied to studies involving human-machine interactions, and has been increasingly important in helping us understand how people make sense of environments that involve different interfaces and equipment.

The first finding describes an instructional episode that unfolds between a novice and three expert players. The finding suggests that, when actors have different competencies, they might encounter misunderstanding between the differing interpretations of the event. It also shows that players can continue to make sense within the context of their interaction even when their interpretations of the game diverge from the game designers’ intentions. This is because actors use constitutive rules to render their activity into an event that can be mutually understood by other competent actors. The finding suggests that situated learning in video games implies more than simply providing instructions in context; it is also understanding how learners interpret the game and when they need extra support to navigate the complex game environments and controllers. The second finding demonstrates how players’ actions are shaped by their social relationships and are continually refined and clarified by the ongoing deliberation with other players. Players decide, usually during play, what counts as “fair” and “unfair.” These definitions are not stable, but are fluid and undergo continual adjustment, often depending on how the players organize their activity.

Finally, the study posits “regular play” as the most fundamental form of play that requires no additional rules and restrictions. This form becomes the basis on which other forms of play, such as training, instructing, and dueling, are built.

TITLE: The Potential of Serious Games for Teaching High School Construction Technologies: A Case Study

Year:	2009
Country:	Thesis: Canada	Candidate:
Degree:	M.Ed.
Institution:	University of Saskatchewan
Department:	Department of Curriculum Studies
URL:	http://library2.usask.ca/theses/available/etd-04082009-194817/unrestricted/ThePotentialofSeriousGamesforTeachingHighSchoolConstructionTechnologiesACaseStudy.pdf

Abstract: The field of education is constantly evolving, and digital technology in the classroom is commonplace and includes the utilization of films, internet, computer aided instruction, educational video games, presentation software, edutainment, digital photography, cinematography, and computer aided drafting. As technology has advanced, so have the opportunities for its use in the classroom. This is particularly the case with serious games.

“Serious games are generally defined as games whose primary intent is training or learning with definable learning goals, instead of being primarily intended for entertainment” (Hartz & Stern, 2008). Closely related to educational video games and often used synonymously, serious games commonly incorporate simulations and role play. The design and focus of serious games are being recognized by a widening array of audiences including educators of primary and secondary education. Much of the past research on serious games has focused largely on supporting the use of digital games in education. Little research has been done not only on why and how the games are effective, but also on how to incorporate the games into the curriculum (Becker, 2007). As the availability of serious games increases, it is important to build studies around specific games, exposing their potential and usability for specific curricular areas. This case study utilizes the serious game Building Homes of Our Own™, which has been created to educate students on the processes of planning, building, and selling a house. The study involved 18 Grade eleven students who were enrolled in Practical and Applied Arts (P.A.A.) and were engaged in the construction portion of their course.

Three methods of data collection were used to explore four basic research questions: 1) How well does the game teach curriculum objectives? 2) How well does the game facilitate higher-order thinking? 3) What kind of environment is created by serious gaming in teaching construction? and, 4) What do students think about using serious games in the classroom? Research methods included the administration and evaluation of pre- and post-tests, administration and evaluation of critical thinking questions, direct observation of the serious gaming learning environment, and the utilization of a focus group interview. Findings in the study provide important information that serves to answer the main question addressed by this study, namely, what is the potential of serious games for teaching high-school construction technologies? The findings report how effectively the serious game Building Homes of Our Own™ supports Saskatchewan’s construction curriculum objectives. Findings also include relevant information on a variety of critical thinking skills learned as a result of playing this particular serious ame. The researcher and his assistant made significant observations of the learning environment created by this serious game, and, finally, the students provided important information regarding the strengths and weaknesses of using Building Homes of Our Own™ and serious games in general, for learning in the context of P.A.A.