2025
Siitonen, Marko
Gaming in Intercultural Education : Promises and Risks Book Chapter
In: Portera, Agostino; Trevisan, Michael S.; Milani, Marta (Ed.): Intercultural Education, Curriculum Development, Assessment and Teaching : Global Perspectives, Routledge, 2025, ISBN: 978-1-032-72339-6.
Abstract | Links | Tags: Education, Gaming, Teaching practices
@inbook{nokey,
title = {Gaming in Intercultural Education : Promises and Risks},
author = {Marko Siitonen},
editor = {Agostino Portera and Michael S. Trevisan and Marta Milani},
url = {https://doi.org/10.4324/9781032723402-15},
doi = {10.4324/9781032723402-15},
isbn = {978-1-032-72339-6},
year = {2025},
date = {2025-05-30},
booktitle = {Intercultural Education, Curriculum Development, Assessment and Teaching : Global Perspectives},
publisher = {Routledge},
abstract = {This chapter considers games and play in the context of intercultural education. The chapter explores three viewpoints that have been of interest to scholars and educators for decades. These include the issue of perspective-taking and role-play, the question of learning to embrace anxiety and uncertainty, and the power of agency. By contrasting concrete examples with theoretical views, the chapter builds an argument for the potential as well as risks related to games as a potential tool in the intercultural educator's toolbox.},
keywords = {Education, Gaming, Teaching practices},
pubstate = {published},
tppubtype = {inbook}
}
This chapter considers games and play in the context of intercultural education. The chapter explores three viewpoints that have been of interest to scholars and educators for decades. These include the issue of perspective-taking and role-play, the question of learning to embrace anxiety and uncertainty, and the power of agency. By contrasting concrete examples with theoretical views, the chapter builds an argument for the potential as well as risks related to games as a potential tool in the intercultural educator's toolbox.
2021
Aura, Isabella; Hassan, Lobna; Hamari, Juho
Teaching Within a Story: Understanding Storification of Pedagogy Journal Article
In: International Journal of Educational Research, vol. 106, pp. 101728, 2021, ISSN: 0883-0355.
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.