2023
Siitonen, Marko
Playing Critically: Using Digital Intercultural Simulation Games in Higher Education Book Section
In: Sommier, Melodine; Roiha, Anssi; Lahti, Malgorzata (Ed.): Interculturality in Higher Education: Putting Critical Approaches into Practice, pp. 131-146, Routledge, 2023, ISBN: 978-1-003-32270-2.
Abstract | Links | Tags: Critical pedagogy, Cultural competence, Digital games, Educational games, Higher education, Intercultural interaction, Interculturalism, Simulation games
@incollection{Siitonen2023,
title = {Playing Critically: Using Digital Intercultural Simulation Games in Higher Education},
author = {Marko Siitonen},
editor = {Melodine Sommier and Anssi Roiha and Malgorzata Lahti},
url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9781003322702-9/playing-critically-marko-siitonen
https://converis.jyu.fi/converis/portal/detail/Publication/164645380?auxfun=&lang=en_GB
},
doi = {https://doi.org/10.4324/9781003322702-9},
isbn = {978-1-003-32270-2},
year = {2023},
date = {2023-01-31},
urldate = {2023-01-31},
booktitle = {Interculturality in Higher Education: Putting Critical Approaches into Practice},
pages = {131-146},
publisher = {Routledge},
abstract = {Intercultural educators have long used simulation games as pedagogical tools. Research has indicated their great potential for purposes such as teaching ethics and civics which align with the aims of critical pedagogy. These include facilitating dialogue, illustrating the dynamics of systemic structures, the centrality of language and communication, and understanding the fluidity and complexity of systemic power and privilege in general. Still, there are also certain difficulties or weaknesses, the most notable of which is the juxtaposition of simulations’ tendency to simplify reality and critical pedagogy’s aim to uncover the complex ways in which structures and power are intertwined. This chapter considers possible starting points for designing and utilising simulation games in critical intercultural education. Looking at game design, the concepts of games of emergence and procedural rhetoric are considered. Regarding gameplay and the following debriefing, the concept of a ‘third space’ is explored as a possible way into imagining differently.},
keywords = {Critical pedagogy, Cultural competence, Digital games, Educational games, Higher education, Intercultural interaction, Interculturalism, Simulation games},
pubstate = {published},
tppubtype = {incollection}
}
Intercultural educators have long used simulation games as pedagogical tools. Research has indicated their great potential for purposes such as teaching ethics and civics which align with the aims of critical pedagogy. These include facilitating dialogue, illustrating the dynamics of systemic structures, the centrality of language and communication, and understanding the fluidity and complexity of systemic power and privilege in general. Still, there are also certain difficulties or weaknesses, the most notable of which is the juxtaposition of simulations’ tendency to simplify reality and critical pedagogy’s aim to uncover the complex ways in which structures and power are intertwined. This chapter considers possible starting points for designing and utilising simulation games in critical intercultural education. Looking at game design, the concepts of games of emergence and procedural rhetoric are considered. Regarding gameplay and the following debriefing, the concept of a ‘third space’ is explored as a possible way into imagining differently.
2021
Roine, Hanna-Riikka; Meriläinen, Mikko; Kankainen, Ville
Jamming the Assessment: The Viability of a Twine Game Jam as a Learning Evaluation Tool in Higher Education Journal Article
In: The Journal of Play in Adulthood, vol. 3, iss. 2, pp. 96-112, 2021, ISSN: 2632-1254.
Abstract | Links | Tags: Assessment, Game jam, Higher education, Playful learning, Twine
@article{Roine2021,
title = {Jamming the Assessment: The Viability of a Twine Game Jam as a Learning Evaluation Tool in Higher Education},
author = {Hanna-Riikka Roine and Mikko Meriläinen and Ville Kankainen},
url = {https://urn.fi/URN:NBN:fi:tuni-202110047383
},
doi = {10.5920/jpa.846},
issn = {2632-1254},
year = {2021},
date = {2021-10-04},
journal = {The Journal of Play in Adulthood},
volume = {3},
issue = {2},
pages = {96-112},
abstract = {While game jams, rapid game co-creation events, have seen increased interest in learning contexts, their potential is still largely untapped. In this paper, we examine game jams as a form of playful assessment. We evaluate the potential of game jams to serve as a tool for assessing learning processes and goals of higher education students.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.
},
keywords = {Assessment, Game jam, Higher education, Playful learning, Twine},
pubstate = {published},
tppubtype = {article}
}
While game jams, rapid game co-creation events, have seen increased interest in learning contexts, their potential is still largely untapped. In this paper, we examine game jams as a form of playful assessment. We evaluate the potential of game jams to serve as a tool for assessing learning processes and goals of higher education students.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.
The study is built around two instances of a university course focusing on the analysis of storytelling in digital media, taught during the autumn terms of 2018 and 2019 at the University of Helsinki. Both instances included a Twine game jam with the idea of giving the students a hands-oninsight into highly abstract topics. In our qualitative study, we examined game jam experiences of the students through their written reports. Following research questions were formulated: Is game jamming with Twine a viable tool for assessing student learning on a university course? What limitations and requirements are there in the use of game jamming in assessment?
Through thematic analysis, we identified categories related to student learning and their experience of the game jam in the data. Categories were examined against the learning goals to discern how students were applying knowledge and concepts obtained during the courses.
Our results suggest that the game jam format encourages reflection of the course content as well as its application. Game jams potentially complement existing, more conventional assessment methods as they strongly encourage the jammers to engage with and apply knowledge they have acquired.