2022
Pötzsch, Holger; Hansen, Therese Holt; Hammar, Emil Lundedal
In: Lentz, Christina; Wolter, Heike (Ed.): Lentz ECM, Wolter. Deutsch-norwegische Schulmedien im Vergleich, vol. 5, Peter Lang Publishing Group, 2022, ISBN: 9783631886823.
Abstract | Links | Tags: Critical media literacy, Games, Learning, Schools, Teaching
@incollection{Pötzsch2022,
title = {Teaching and Learning about Audio-visual Media: A Critical Media Literacy Perspective on the Use of Games in the Contemporary Upper-secondary Classroom},
author = {Holger Pötzsch and Therese Holt Hansen and Emil Lundedal Hammar },
editor = {Christina Lentz and Heike Wolter},
url = {https://doi.org/10.3726/b20231
https://hdl.handle.net/10037/26853},
isbn = {9783631886823},
year = {2022},
date = {2022-12-31},
urldate = {2022-12-31},
booktitle = {Lentz ECM, Wolter. Deutsch-norwegische Schulmedien im Vergleich},
volume = {5},
publisher = {Peter Lang Publishing Group},
abstract = {In this chapter we present a theoretical framework to facilitate teaching and learning about, rather than with and through, audio-visual media in upper-secondary education in Norway. Drawing upon Stuart Hall’s encoding/decoding model, we show how aspects of production, form, reception, and reproduction can be approached in school contexts to treat audio-visual media as more than allegedly neutral tools for set educational purposes. Arguing for the continued relevance of a critical media literacy tradition also in contemporary digital classrooms, we illustrate the applicability of our approach through illustrating analyses of the historical digital game This War of Mine and the online game platform Roblox.},
keywords = {Critical media literacy, Games, Learning, Schools, Teaching},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter we present a theoretical framework to facilitate teaching and learning about, rather than with and through, audio-visual media in upper-secondary education in Norway. Drawing upon Stuart Hall’s encoding/decoding model, we show how aspects of production, form, reception, and reproduction can be approached in school contexts to treat audio-visual media as more than allegedly neutral tools for set educational purposes. Arguing for the continued relevance of a critical media literacy tradition also in contemporary digital classrooms, we illustrate the applicability of our approach through illustrating analyses of the historical digital game This War of Mine and the online game platform Roblox.
2021
Arjoranta, Jonne; Friman, Usva; Koskimaa, Raine; Mäyrä, Frans; Sotamaa, Olli; Suominen, Jaakko; Välisalo, Tanja (Ed.)
Pelitutkimuksen vuosikirja 2021 Book
Pelitutkimuksen seura ry, 2021, ISSN: 1798-355X.
Abstract | Links | Tags: Arvio, Babka, Business knowledge, Finnish game industry, Game journalism, Gaming piece, Learning, Lectio, Lektio, Liiketoimintaosaaminen, Oppiminen, Pöytäroolipelit, Pelijournalismi, Pelinappula, Reviews, Simulaatio, Simulation, Skittles, Sports game, Streaming, Striimaus, Suomalainen peliteollisuus, Tabletop RPGs, Urheilupeli
@book{Arjoranta2021b,
title = {Pelitutkimuksen vuosikirja 2021},
editor = {Jonne Arjoranta and Usva Friman and Raine Koskimaa and Frans Mäyrä and Olli Sotamaa and Jaakko Suominen and Tanja Välisalo},
url = {https://pelitutkimus.journal.fi/issue/view/7755},
issn = {1798-355X},
year = {2021},
date = {2021-12-15},
urldate = {2021-12-15},
publisher = {Pelitutkimuksen seura ry},
abstract = {Vuoden 2021 vuosikirja koostuu kolmesta tutkimusartikkelista, kahdesta katsausartikkelista, yhdestä esseestä, kahdesta arviosta sekä neljästä lektiosta.},
keywords = {Arvio, Babka, Business knowledge, Finnish game industry, Game journalism, Gaming piece, Learning, Lectio, Lektio, Liiketoimintaosaaminen, Oppiminen, Pöytäroolipelit, Pelijournalismi, Pelinappula, Reviews, Simulaatio, Simulation, Skittles, Sports game, Streaming, Striimaus, Suomalainen peliteollisuus, Tabletop RPGs, Urheilupeli},
pubstate = {published},
tppubtype = {book}
}
Vuoden 2021 vuosikirja koostuu kolmesta tutkimusartikkelista, kahdesta katsausartikkelista, yhdestä esseestä, kahdesta arviosta sekä neljästä lektiosta.
2019
Harviainen, J. Tuomas; Meriläinen, Mikko
Educational Gamification: Challenges to Overcome and to Enjoy Book Section
In: Hamada, Ryoju; Soranastaporn, Songsri; Kanegae, Hidehiko; Dumrongrojwatthana, Pongchai; Chaisanit, Settachai; Rizzi, Paola; Dumblekar, Vinod (Ed.): Neo-Simulation and Gaming Toward Active Learning, pp. 553-560, Springer Singapore, 2019, ISBN: 9789811380389.
Abstract | Links | Tags: Educational gaming, Gamification, Learning, Reflection
@incollection{Harviainen2019c,
title = {Educational Gamification: Challenges to Overcome and to Enjoy},
author = {J. Tuomas Harviainen and Mikko Meriläinen},
editor = {Ryoju Hamada and Songsri Soranastaporn and Hidehiko Kanegae and Pongchai Dumrongrojwatthana and Settachai Chaisanit and Paola Rizzi and Vinod Dumblekar},
url = {https://urn.fi/URN:NBN:fi:tuni-201911266293},
doi = {10.1007/978-981-13-8039-6_51},
isbn = {9789811380389},
year = {2019},
date = {2019-10-09},
urldate = {2019-10-09},
booktitle = {Neo-Simulation and Gaming Toward Active Learning},
pages = {553-560},
publisher = {Springer Singapore},
abstract = {This paper presents a critical viewpoint on educational gamification, an understudied field filled with hyperbole and hollow sales pitches, as well as solid research. By reviewing existing research in the context of Landers’ theory of gamified learning, it discusses three underlying, important elements that need to be taken into account: engagement, challenge, and reflection, as well as the interconnections between them. As a result, it suggests ways for more efficient deployment of gamification for educational purposes.},
keywords = {Educational gaming, Gamification, Learning, Reflection},
pubstate = {published},
tppubtype = {incollection}
}
This paper presents a critical viewpoint on educational gamification, an understudied field filled with hyperbole and hollow sales pitches, as well as solid research. By reviewing existing research in the context of Landers’ theory of gamified learning, it discusses three underlying, important elements that need to be taken into account: engagement, challenge, and reflection, as well as the interconnections between them. As a result, it suggests ways for more efficient deployment of gamification for educational purposes.
Legaki, Nikoletta Zampeta; Xi, Nannan; Hamari, Juho; Assimakopoulos, Vassilios
Gamification of the Future: An Experiment on Gamifying Education of Forecasting Proceedings Article
In: Bui, Tung (Ed.): Proceedings of the 52nd Hawaii International Conference on System Sciences, pp. 1813-1822, HICSS, 2019, ISBN: 978-0-9981331-2-6.
Abstract | Links | Tags: Controlled experiments, Decision analytics, Forecasting, Gamification, Learning, Mobile services, Service science
@inproceedings{Legaki2019,
title = {Gamification of the Future: An Experiment on Gamifying Education of Forecasting},
author = {Nikoletta Zampeta Legaki and Nannan Xi and Juho Hamari and Vassilios Assimakopoulos},
editor = {Tung Bui},
url = {https://urn.fi/URN:NBN:fi:tuni-202101111167},
doi = {doi:10.24251/HICSS.2019.219},
isbn = {978-0-9981331-2-6},
year = {2019},
date = {2019-01-08},
urldate = {2019-01-08},
booktitle = {Proceedings of the 52nd Hawaii International Conference on System Sciences},
pages = {1813-1822},
publisher = {HICSS},
abstract = {In this study, we developed a gamied learning platform called F-LauReLxp that employed three gamification strategies (called Horses for Courses, JudgeIt and Metrics to Escape) to help educate statistical, judgmental forecasting and forecasting accuracy respectively. This study presents a quantitative analysis of experimental design concerning learning performance of 261 students of an undergraduate and a MBA course. Treatment and control groups were compared in a series of experiments. The results show that using gamified applications as a complementary teaching tool in a forecasting course had a positive impact on students’ learning performance.},
keywords = {Controlled experiments, Decision analytics, Forecasting, Gamification, Learning, Mobile services, Service science},
pubstate = {published},
tppubtype = {inproceedings}
}
In this study, we developed a gamied learning platform called F-LauReLxp that employed three gamification strategies (called Horses for Courses, JudgeIt and Metrics to Escape) to help educate statistical, judgmental forecasting and forecasting accuracy respectively. This study presents a quantitative analysis of experimental design concerning learning performance of 261 students of an undergraduate and a MBA course. Treatment and control groups were compared in a series of experiments. The results show that using gamified applications as a complementary teaching tool in a forecasting course had a positive impact on students’ learning performance.
2018
Meriläinen, Mikko; Aurava, Riikka
Internal Barriers to Entry for First-time Participants in the Global Game Jam Proceedings Article
In: ECGBL 2018 PDF – Proceedings of the 12th European Conference on Game-Based Learning, pp. 414–421, Reading, 2018, ISSN: 20490992.
Abstract | Tags: Barriers to entry, Co-creation, Game jam, Game pedagogy, Hackathon, Learning
@inproceedings{Merilainen2018,
title = {Internal Barriers to Entry for First-time Participants in the Global Game Jam},
author = {Mikko Meriläinen and Riikka Aurava},
issn = {20490992},
year = {2018},
date = {2018-10-01},
urldate = {2018-01-01},
booktitle = {ECGBL 2018 PDF – Proceedings of the 12th European Conference on Game-Based Learning},
pages = {414–421},
address = {Reading},
abstract = {Game jams are a type of co-creation event, in which a game is created in a limited timeframe. They are attended for recreational as well as educational purposes and have gained popularity as a learning environment by combining elements of both informal and formal learning. Participation is typically voluntary, and external and internal issues can influence participation. In this paper internal barriers to entry are discussed based on interviews and observations from four first-time participants in the Global Game Jam, the world's largest on-site game jam event. Results suggest that participant expectations affect attendance. Identifying and acknowledging these expectations may help promote attendance.},
keywords = {Barriers to entry, Co-creation, Game jam, Game pedagogy, Hackathon, Learning},
pubstate = {published},
tppubtype = {inproceedings}
}
Game jams are a type of co-creation event, in which a game is created in a limited timeframe. They are attended for recreational as well as educational purposes and have gained popularity as a learning environment by combining elements of both informal and formal learning. Participation is typically voluntary, and external and internal issues can influence participation. In this paper internal barriers to entry are discussed based on interviews and observations from four first-time participants in the Global Game Jam, the world's largest on-site game jam event. Results suggest that participant expectations affect attendance. Identifying and acknowledging these expectations may help promote attendance.