Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1205
Title: Connected Gaming: Towards Integrating Instructionist and Constructionist Approaches in K-12 Gaming
Authors: Kafai, Yasmin B.
Burke, Quinn
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Kafai, Y. B. & Burke, Q. (2014). Connected Gaming: Towards Integrating Instructionist and Constructionist Approaches in K-12 Gaming. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 86-93.
Abstract: In this conceptual paper, we argue that K-12 serious gaming should focus on connected gaming, which is signaled by a move from a predominantly instructionist focus on having students play educational games for learning to an increasingly constructionist approach that has students make their own games for learning. Constructionist activities have always been part of the larger gaming ecology but have traditionally received far less attention than their instructionist counterparts. We argue that constructionist gaming approaches promote not only meaningful content and collaboration but also creative and critical skills in the context of coding. We propose that future discussions of serious gaming ought to be inclusive of constructionist approaches to better realize the full potential of gaming as a means to genuinely connect children to technology and to each other and how this potential for more meaningful connectivity can address the persistent access and diversity issues long facing gaming cultures.
URI: https://doi.dx.org/10.22318/icls2014.86
https://repository.isls.org//handle/1/1205
Appears in Collections:ICLS2014

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