The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At t...The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.展开更多
Nicholas Bourriaud＇s relational aesthetics is regarded as a new approach to art history and criticism, but has recently been appropriated by many art programs as a pedagogical and productive strategy in the classroom...Nicholas Bourriaud＇s relational aesthetics is regarded as a new approach to art history and criticism, but has recently been appropriated by many art programs as a pedagogical and productive strategy in the classroom. While there is much that is positive in Bourriaud＇s ideas in the first sense, its translation into a studio situation is problematic. Offering a corrective through Lacanian psychoanalysis, with acknowledgement of additional figures with corresponding ideas, it is proposed that Bourriaud＇s ideas are valuable additions to pedagogy generally but are equally in need of modifications that encompass a critical understanding of the desire structures of both students and faculty.展开更多
这篇研究探讨了视频会议技术在服务性学习工作室教学中的作用,以及在这一过程中如何加强社区参与的好处,同时探讨了佐治亚大学(University Georgia,简称UGA)环境和设计学院(College of Environment and Design)2014秋季学年的服务学习...这篇研究探讨了视频会议技术在服务性学习工作室教学中的作用,以及在这一过程中如何加强社区参与的好处,同时探讨了佐治亚大学(University Georgia,简称UGA)环境和设计学院(College of Environment and Design)2014秋季学年的服务学习工作室项目中学生的学习体验。该项目是跨文化和多组织的活动,佐治亚大学学生与非洲裔美国人社区组织——新社区(New Communities)及佐治亚州奥尔巴尼的一个农业教育中心的当地学生合作。本文基于后期调查和参与观察,评估了技术和虚拟工作室教学在以下两个领域的成效:1)增加整个过程中的社区参与;2)为学生提供设计成图、表现和检验的完整经验(Zeisel,1984)。在此过程中,学生不仅与社区伙伴一同制定、交流设计理念,也通过视频会议的在线合作参与他们的设计交互测试。展开更多
文摘The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.
文摘Nicholas Bourriaud＇s relational aesthetics is regarded as a new approach to art history and criticism, but has recently been appropriated by many art programs as a pedagogical and productive strategy in the classroom. While there is much that is positive in Bourriaud＇s ideas in the first sense, its translation into a studio situation is problematic. Offering a corrective through Lacanian psychoanalysis, with acknowledgement of additional figures with corresponding ideas, it is proposed that Bourriaud＇s ideas are valuable additions to pedagogy generally but are equally in need of modifications that encompass a critical understanding of the desire structures of both students and faculty.
文摘这篇研究探讨了视频会议技术在服务性学习工作室教学中的作用,以及在这一过程中如何加强社区参与的好处,同时探讨了佐治亚大学(University Georgia,简称UGA)环境和设计学院(College of Environment and Design)2014秋季学年的服务学习工作室项目中学生的学习体验。该项目是跨文化和多组织的活动,佐治亚大学学生与非洲裔美国人社区组织——新社区(New Communities)及佐治亚州奥尔巴尼的一个农业教育中心的当地学生合作。本文基于后期调查和参与观察,评估了技术和虚拟工作室教学在以下两个领域的成效:1)增加整个过程中的社区参与;2)为学生提供设计成图、表现和检验的完整经验(Zeisel,1984)。在此过程中,学生不仅与社区伙伴一同制定、交流设计理念,也通过视频会议的在线合作参与他们的设计交互测试。
