Why Johnny Can't Fly: Treating Games as a Form of Youth Media Within a Youth Development Framework

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningIn this chapter, I use anecdotes and case studies from both work and personal experience to make an argument for treating games as a form of youth media and explore what this means for after-school youth programs. I talk about my son. I talk about a hotdog stand. I talk about two after school programs in which youth make or use games to engage with serious global issues. I explore the creation of Ayiti, a game about poverty in rural Haiti, and what it meant four youth of color to take part in its creation. I explore a teen program in the virtual world of Teen Second Life that created a maze to educate their peers about child sex trafficking. I discuss James Paul Gee's Situated Learning Matrix, the digital literacy theories of Henry Jenkins and the perspectives of other key thinkers in this volume and in the field to explore their implications for media literacy and youth development programs. The chapter concludes by talking about 21st Century Skills as a context for situating games-based learning and references Carol Channing's voice as a source of hope

Serious games for information literacy : a scoping review and design recommendations

PURPOSE: The purpose of this paper is to provide an overview of the literature on digital games designed or adapted for information literacy instruction, as well as practical design recommendations. DESIGN/METHODOLOGY/APPROACH: The paper presents an analysis of a compiled set of peer-reviewed articles on games in the provision of information literacy instruction published between 2013 and 2018, categorized by game mechanics utilized. FINDINGS: Application of the inclusion criteria led to 12 papers considered relevant. Synthesis of the papers suggests that although studies indicate positive outcomes for information literacy games, such games continue to rely on transcription of declarative tasks to digital environments. ORIGINALITY/VALUE: While previous literature reviews provide summaries on information literacy digital games, this paper not only presents an up-to-date review but also provides step-by-step instructions and worked examples for aligning information literacy learning mechanics with game mechanics.Post-printIncludes bibliographical references

Generation Examination: A Phenomenological Study of Generation X Women and Mobile Games

This phenomenological study explores the experience of Generation X women who play casual video games on mobile devices (e. g., smartphones and tablets), and draws connections to learning, particularly in the areas of New Literacies, multiliteracies, and digital literacy. A qualitative methodology was implemented to explore and document the experiences of five Generation X women with casual video games and mobile gaming. Interpretive phenomenological analysis (IPA) is used to analyze data gathered from in-depth, semi-structured interviews and photographic documentation of gameplay in situ. The theoretical framework that guided this study was formed from the first five of 36 Learning Principles developed by James Paul Gee in his seminal work What Video Games Have to Teach Us About Leaning and Literacy (2007). Results of the study will contribute to our understanding of video gaming using mobile technology, and will explore connections to learning, literacy, and leisure activities in an unexamined demographic group. This study extends Gee’s original work, contributes to an ongoing investigation within Library and Information Science of how people are using new technologies, and documents how casual games are a mechanism for learning and literacy for a large segment of American society. Finally, the study addresses a gap in the existing scholarly literature and adds to our knowledge of an underrepresented demographic and their use of emerging technologies

DAMPAK PERMAINAN TRADISIONAL CONGKLAK TERHADAP KEMAMPUAN LITERASI NUMERASI SISWA

Play is a fun activity that students often do and can explore and hone their abilities. Traditional games are one of the learning approaches that contain educational values and can help students improve the development of all aspects, including literacy skills. This study aimed to find information related to the impact of traditional congklak games on students' numeracy literacy skills. The research approach uses qualitative with a case study method. Data was collected through direct observation and questionnaires filled directly by students according to research data needs. The study subjects were 60 students of grade III of Amaliah Elementary School in the odd semester of the 2023/2024 academic year. Research results on the impact of traditional congklak games on students' numeracy literacy ability obtained maximum scores with two indicators: the ability to think systematically and rationally in solving mathematical problems, and the ability of students' numeracy literacy in solving mathematical problems. The traditional game of congklak used by teachers in mathematics learning has a positive impact on improving students' numeracy literacy skills

PENDAMPINGAN LITERASI DAN NUMERASI ANAK USIA SEKOLAH DASAR DI SDN 1 NAIONI KOTA KUPANG MELALUI PENGABDIAN MASYARAKAT PROGRAM STUDI PGSD FKIP UNIVERSITAS MUHAMMADIYAH KUPANG

The community service program aims to: 1) improve the literacy and numeracy of elementary school-age children; 2) reduce the addiction of elementary school-aged children to playing online games; and 3) help parents pay more attention to their children's learning of literacy and numeracy in Naioni Village. Formal community service activities are carried out by making tutoring in literacy and numeracy available. The subjects of the service are elementary school-age children and their parents. Activities are carried out in stages, including planning, observation, technical implementation, program implementation, and evaluation. The results of community service obtained have succeeded in: 1) improving the literacy and numeracy abilities of elementary school-aged children; 2) reducing the addiction of elementary school-aged children to playing online games; and 3) helping parents pay more attention to their children's learning of literacy and numeracy in Naioni Village

Gaming capital: Rethinking literacy

This paper is part of the symposium: Gameplay, gameplayers and gaming capital: Exploring intersections between games, education and adolescent subjectivities in virtual worlds PEER REFEREEING REQUIRED In rethinking literacy education in light of unprecedented technological change, this paper reports on adolescent gamers and their accumulation of gaming capital. This is in opposition to more pervasive assumptions about gaming as mindless entertainment, learning simulations, ideological tools and interactive mediums for the masses. We see the need to research the medium of games in their entirety, exploring their uniqueness as a medium--while at the same time--making connections to a wider media ecology (Fuller, 2005) that includes more than the games themselves. This media ecology of videogames is demonstrated in part by the 'paratextual' (Consalvo, 2007) industries that support game play, production and design. The 'paratext' is central to gaming capital in creating individual and group systems of distinction within gaming culture. Because we understand videogames as actions across social fields enacted through the actions of players or 'operators' on software, we also deem it necessary to understand both the operator and machines' diegetic and non-diegetic actions (Galloway, 2006). This distinction allows us to think about games as more than texts, literacy practices and narratives, which highlights games' significance in technoclture as systems (Salen, 2008), procedures (Bogost, 2007), algorithms (Galloway, 2006; Wark, 2007), configurations and code (Lessig, 1999; Manovich, 2001). In conclusion we provide a series of interview questions developed to uncover adolescents' gaming capital. We also propose a heuristic to map a players' total volume of gaming capital to better understand how gaming capital establishes trajectories of exchange between cultural and economic capitals and its implications for literacy education

DAMPAK PERMAINAN TRADISIONAL CONGKLAK TERHADAP KEMAMPUAN LITERASI NUMERASI SISWA

Play is a fun activity that students often do and can explore and hone their abilities. Traditional games are one of the learning approaches that contain educational values and can help students improve the development of all aspects, including literacy skills. This study aimed to find information related to the impact of traditional congklak games on students' numeracy literacy skills. The research approach uses qualitative with a case study method. Data was collected through direct observation and questionnaires filled directly by students according to research data needs. The study subjects were 60 students of grade III of Amaliah Elementary School in the odd semester of the 2023/2024 academic year. Research results on the impact of traditional congklak games on students' numeracy literacy ability obtained maximum scores with two indicators: the ability to think systematically and rationally in solving mathematical problems, and the ability of students' numeracy literacy in solving mathematical problems. The traditional game of congklak used by teachers in mathematics learning has a positive impact on improving students' numeracy literacy skills

Games and Simulations in Literacy Training

A monograph on “instructional technology” which presents innovative teaching-learning possibilities through games and simulations. Geared toward literacy workers and learners, it describes a variety of games and simulations from planning and design to implementation. Discussions of participatory learning and learner-control of these instructional technologies are interwoven in the text

Video Games and the Classroom: A Learning Connection

Today, many adolescents invest significant amounts of time and energy playing video games, even when games are difficult, tedious, and complex. This phenomenon has led educators to wonder: What import if any do video games hold for learning and instructional design in classrooms, grade 9-12? Two scholarly works in particular explore this topic, including What Video Games Have to Teach us About Learning and Literacy (Gee, 2007) and “Cracking the Code of Electronic Games: Some Lessons for Educators” (Alexander et al., 2010). This paper explores the learning principles behind games as noted by these two scholarly works and how these principles can be used in the secondary English classroom to foster motivation, engagement, and successful learning among adolescents

Nothing Like a Good Fiasco! Exploring the Potential of Tabletop Role-Playing Games (TRPGs) As Literacy Experiences

Within this position paper, we describe the use of Fiasco, a tabletop role-playing game (TRPG), as it relates to the creation of literacy experiences. Fiasco is a TRPG that utilizes prompts inspired by genre fiction to collaboratively generate, establish, and resolve scenes between a varied cast of characters in several rounds improvisational roleplay. To explore the range of literacy experience opportunities, present in its play, we present our experiences designing and playing a Fiasco session and reflect upon the transformative potential of tabletop games in creating literacy experiences. The position we undertake, in favor of the considered use of TRPGs for learning through serious gaming in classrooms, is reflective of the experiences within our local gaming and learning communities. Based upon this experience and relevant literature, we contend that table-top gaming fits well within literacy pedagogy and explore how they can be used in classrooms. Therefore, our discussion is centered upon the potential of tabletop games experiences to be considered inventive, specifically in relation to the teaching and learning of literacy skills within a serious gaming framework