2021
Aura, Isabella; Hassan, Lobna; Hamari, Juho
Teaching Within a Story: Understanding Storification of Pedagogy
In: International Journal of Educational Research, vol. 106, pp. 101728, 2021, ISSN: 0883-0355.
Journal article Open access
Abstract | Links | Tags: Learning environment, Pedagogy, Storification, Teaching practices
@article{Aura2021,
title = {Teaching Within a Story: Understanding Storification of Pedagogy},
author = {Isabella Aura and Lobna Hassan and Juho Hamari},
url = {https://urn.fi/URN:NBN:fi:tuni-202107096263},
doi = {10.1016/j.ijer.2020.101728},
issn = {0883-0355},
year = {2021},
date = {2021-01-06},
journal = {International Journal of Educational Research},
volume = {106},
pages = {101728},
abstract = {Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.},
keywords = {Learning environment, Pedagogy, Storification, Teaching practices},
pubstate = {published},
tppubtype = {article}
}
Storification is an emerging pedagogical technique, albeit research lacks the understanding of its benefits and detriments. This study examines a school in the US that has storified majority of their learning environment into various fictional and nonfictional worlds for students to learn in and for teachers to incorporate in their pedagogy. 11 educational staff and 79 students were interviewed, and classes were observed for 10 days to ground a theory of storified pedagogy. Storification, employed in physical learning environments and in teaching practices, supported pedagogy and decreased student misconduct at the school. Storified pedagogy empowered students through story morals and a sense of transportation, and enabled classrooms to turn into personalized spaces, enhancing the school experience and students’ academic performance.
2020
Aurava, Riikka; Meriläinen, Mikko; Stenros, Jaakko
Teacher Views on Game Jamming in Formal General Education
In: Fotaris, Panagiotis (Ed.): Proceedings of the 14th European Conference on Games Based Learning, pp. 31-38, ACI, 2020, ISBN: 978-1-912764-70-9.
In proceedings
Abstract | Links | Tags: Education, Game jam, Game pedagogy, Game-based learning, Game-based pedagogy, Pedagogy, Teacher attitudes
@inproceedings{Aurava2020,
title = {Teacher Views on Game Jamming in Formal General Education},
author = {Riikka Aurava and Mikko Meriläinen and Jaakko Stenros},
editor = {Panagiotis Fotaris},
doi = {10.34190/GBL.20.073},
isbn = {978-1-912764-70-9},
year = {2020},
date = {2020-09-24},
booktitle = {Proceedings of the 14th European Conference on Games Based Learning},
pages = {31-38},
publisher = {ACI},
abstract = {In game jam events games are created in collaboration and within design constraints, e.g. time limits and themes. Game jamming is a relatively novel pedagogical method, comparable to hackathons and other accelerated collaborative creation events. Earlier research suggests that game jams have a wide range of potential positive outcomes, such as learning in STEAM skills, working skills, and collaboration, as well as increasing participants' learning motivation and self-efficacy (Meriläinen et al. 2020). Still, game jams have not been widely used in general formal education. In general education jamming faces a variety of challenges, stemming from limitations in curricula, rigid school structures, assessment difficulties as well as potentially negative attitudes. Adoption depends largely on teachers: they are unlikely to use or endorse a method they do not view as valuable or practical. In this qualitative survey study of Finnish expert teachers, we map the pedagogical soundness of organizing game jam events in schools and the practical possibilities and obstacles to wider adoption of game jams in formal learning. The respondents, who had no previous game jam experience, participated in a pedagogical and reflective two-day game jam and completed a survey afterwards. This paper explores their views on both the pedagogical and the practical aspects of game jamming in classrooms as expressed in the survey. In an educational system where teachers choose their own methods and materials, as is usual in Finland, teacher views are especially important when introducing a new method. Game jamming was seen as a pedagogically suitable tool for teaching several 21st century skills, of which co-operational and communication skills were seen as most prominent. Most participants saw game jams as compatible with everyday school routines, albeit with caveats. The most important obstacle the teachers identified related to actual praxis: time restrictions regarding daily schedules. As with any new method, game jams require extra effort, and the practicalities related to the organization of jams add to the workload of teachers. As a solution, several participants suggested organizing game jams in conjunction with special themed days or weeks, as parts of learning projects or as a voluntary course or club.},
keywords = {Education, Game jam, Game pedagogy, Game-based learning, Game-based pedagogy, Pedagogy, Teacher attitudes},
pubstate = {published},
tppubtype = {inproceedings}
}
In game jam events games are created in collaboration and within design constraints, e.g. time limits and themes. Game jamming is a relatively novel pedagogical method, comparable to hackathons and other accelerated collaborative creation events. Earlier research suggests that game jams have a wide range of potential positive outcomes, such as learning in STEAM skills, working skills, and collaboration, as well as increasing participants' learning motivation and self-efficacy (Meriläinen et al. 2020). Still, game jams have not been widely used in general formal education. In general education jamming faces a variety of challenges, stemming from limitations in curricula, rigid school structures, assessment difficulties as well as potentially negative attitudes. Adoption depends largely on teachers: they are unlikely to use or endorse a method they do not view as valuable or practical. In this qualitative survey study of Finnish expert teachers, we map the pedagogical soundness of organizing game jam events in schools and the practical possibilities and obstacles to wider adoption of game jams in formal learning. The respondents, who had no previous game jam experience, participated in a pedagogical and reflective two-day game jam and completed a survey afterwards. This paper explores their views on both the pedagogical and the practical aspects of game jamming in classrooms as expressed in the survey. In an educational system where teachers choose their own methods and materials, as is usual in Finland, teacher views are especially important when introducing a new method. Game jamming was seen as a pedagogically suitable tool for teaching several 21st century skills, of which co-operational and communication skills were seen as most prominent. Most participants saw game jams as compatible with everyday school routines, albeit with caveats. The most important obstacle the teachers identified related to actual praxis: time restrictions regarding daily schedules. As with any new method, game jams require extra effort, and the practicalities related to the organization of jams add to the workload of teachers. As a solution, several participants suggested organizing game jams in conjunction with special themed days or weeks, as parts of learning projects or as a voluntary course or club.