Terra Nova​: Enacting Videogame Development through Indigenous-Led Creation

Indigenous peoples have had a rich tradition of utilizing digital media to tell their stories in new ways. These stories often run counter to popular Western-centric narratives that perpetually position Indigenous peoples as only existing in the past. Indigenous peoples are regularly forgotten as participants of the technological world, but we are also both players and producers of videogames. Indigenous videogames can express something about specific Indigenous communities and cultural contexts or can be made by Indigenous individuals who wish to communicate their own unique narratives through the medium. This research-creation project studies these aspects of Indigenous videogames in detail through the production of my own videogame, ​Terra Nova​, alongside a written survey of the field, contextualization of the videogame itself, and reflections on the game and the creation process. Through the production of a videogame as its primary form of research, this project seeks to draw attention to how and why Indigenous peoples are making videogames on their own terms to answer the question of what makes a videogame Indigenous

New Media as a Platform for Indigenous Self-Representation and Socio-Political Activism: As Seen Through TimeTraveller™ and Skins

This research considers how Indigenous people utilize new media as an effective tool for representing themselves and to address socio-political issues. Aboriginal Territories in Cyber Space (AbTec) is an online networking project created by Indigenous artists Jason Lewis and Skawennati Fragnito. Two projects created through AbTeC, TimeTraveller, a machinima production, and Skins, a video game workshop for Indigenous youth will be the focus of this research. Each project addresses different issues such as historical conflicts, representations of Indigenous people, online Indigenous territory, combining traditional practices with contemporary platforms, and integrating Indigenous people into the field of new media. AbTec, TimeTraveller™ and Skins are important because they serve as examples of successful new media projects. This MRP argues that new media presents a unique opportunity to challenge dominant ideologies, utilize selfrepresentation to address socio-political issues, exert identity, and compliment culture

Coded Territories

This collection of essays provides a historical and contemporary context for Indigenous new media arts practice in Canada. The writers are established artists, scholars, and curators who cover thematic concepts and underlying approaches to new media from a distinctly Indigenous perspective. Through discourse and narrative analysis, the writers discuss a number of topics ranging from how Indigenous worldviews inform unique approaches to new media arts practice to their own work and specific contemporary works. Contributors include: Archer Pechawis, Jackson 2Bears, Jason Edward Lewis, Steven Foster, Candice Hopkins, and Cheryl L'Hirondelle

Words In the World: Vocabulary learning in and out of class.

This thesis examines how young people in Norway acquire English vocabulary in the classroom and extramurally. This study aims to discover proof that pupils learn vocabulary through extramural activities like films, television shows, and social media. In addition, this thesis inspects ways to bridge the gap between the classroom and extramural inputs to develop a better understanding of contemporary youth language

The Effects Upon Students of Supplementing Aboriginal Post-Secondary Transition Programs With Traditional Cultural Activities

THE EFFECTS UPON STUDENTS OF SUPPLEMENTING ABORIGINAL POST-SECONDARY TRANSITION PROGRAMS WITH TRADITIONAL CULTURAL ACTIVITIES Karen Favell Department of Education University of Western Ontario ABSTRACT This study investigates Aboriginal student experiences in an Aboriginal transition program that was co-developed by the student-participants. Data was collected from participants in the study through a focus group, journals, and surveys. The results show that adding Aboriginal cultural activities to the curriculum improved the experience of students in the transition program. Students felt that their contributions were important and valued, that they learned more about their traditional culture, and that their contributions enhanced their experience in the program. Allowing Aboriginal students to participate in their own education empowers them and improves their overall educational experience. Keywords: transition programs, cultural activities, assimilation, traditional knowledge, curriculum development, cultural relevance, Aboriginal perspective, empowerment, social justic

Culturally Responsive Computing for American Indian Youth: Making Activities With Electronic Textiles in the Native Studies Classroom

By providing access to hands-on activities and the physical and digital tools necessary to complete them, maker activities encourage cross-disciplinary, interest-driven learning and problem solving in schools. However, maker movement efforts to broaden participation into computer science have largely ignored Indigenous populations. In this dissertation, I examine how electronic textiles (e-textiles) materials connects to the heritage craft practices found in many Indigenous communities. By design, e-textiles materials combine low-tech craft practices like sewing with high-tech engineering and programming. Framing learning computing within these two distinct but overlapping cultural contexts provides youth will a familiar context in which to learn something new (programming), promotes positive identity development, and fosters connections across multiple dimensions of youth’s lives. At the core of this work is design-based research into the development and implementation of a three-week electronic textiles unit in gender-segregated Native Studies class with American Indian youth (12-14 years old) at a charter school located on tribal lands in the Southwest. This unit was implemented four times over the course of the school year. Findings highlight how different groups of students (American Indian girls and American Indian boys) engaged with e-textiles activities and how their perspectives on computing developed through participation in the unit. In addition, the teacher’s perspective on integrating digital technologies in the Native Studies classroom is explored within the context of contemporary Federal Indian educational policy and practice. This work makes three significant contributions to ethnography, computing education, and American Indian education. First, it proposes a new methodology through the integration of ethnography with design-based research and critical Indigenous research approaches. Second, it contributes to the emerging field of culturally responsive computing by exploring what happens when computing moves beyond the screen and into the tangible realm. Third, it furthers our understandings of the role of digital technologies in American Indian education, with a particular focus on how making activities might contribute to increased educational sovereignty for Indigenous peoples throughout the United States

Cultural literacy acquisition through video game environments of a digitally born generation

[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural[CA] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacyShliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/13084

Culturally Responsive Computing for American Indian Youth: Making Activities With Electronic Textiles in the Native Studies Classroom

By providing access to hands-on activities and the physical and digital tools necessary to complete them, maker activities encourage cross-disciplinary, interest-driven learning and problem solving in schools. However, maker movement efforts to broaden participation into computer science have largely ignored Indigenous populations. In this dissertation, I examine how electronic textiles (e-textiles) materials connects to the heritage craft practices found in many Indigenous communities. By design, e-textiles materials combine low-tech craft practices like sewing with high-tech engineering and programming. Framing learning computing within these two distinct but overlapping cultural contexts provides youth will a familiar context in which to learn something new (programming), promotes positive identity development, and fosters connections across multiple dimensions of youth’s lives. At the core of this work is design-based research into the development and implementation of a three-week electronic textiles unit in gender-segregated Native Studies class with American Indian youth (12-14 years old) at a charter school located on tribal lands in the Southwest. This unit was implemented four times over the course of the school year. Findings highlight how different groups of students (American Indian girls and American Indian boys) engaged with e-textiles activities and how their perspectives on computing developed through participation in the unit. In addition, the teacher’s perspective on integrating digital technologies in the Native Studies classroom is explored within the context of contemporary Federal Indian educational policy and practice. This work makes three significant contributions to ethnography, computing education, and American Indian education. First, it proposes a new methodology through the integration of ethnography with design-based research and critical Indigenous research approaches. Second, it contributes to the emerging field of culturally responsive computing by exploring what happens when computing moves beyond the screen and into the tangible realm. Third, it furthers our understandings of the role of digital technologies in American Indian education, with a particular focus on how making activities might contribute to increased educational sovereignty for Indigenous peoples throughout the United States

Old Ways of Knowing, New Ways of Playing — The Potential of Collaborative Game Design to Empower Indigenous Sámi

Eamiálbmogat leat stoahkan, speallan ja hutkan spealuid čađa historjjá. Sámekultuvrras stoahkan lea okta bajásgeassima oasáš ja vuohki sirdit ovddosguvlui ávnnasmeahttun kulturárbbi. Liikká máilmmis leat hui unnán dutkamušat dakkár spealuin, mat livčče boahtán njuolgga eamiálbmogiin, eandalit sápmelaččain. Digitála spealuid dutkamušaid mearri lea vel uhcit. Dutkamušaid vátnivuođa sáhttá čilget sámi digitálaspealuid vátnivuođain: dárbu iežasgielat mediasisdollui lea dovddastuvvon juo jagiid dassái, muhto liikká sámekultuvrii gullevaš digitála spealut leat dušše moattit. Rabas gažaldagat laktásit nappo resurssaide ja eandalit dahkkiide: gii dahká ja mo? Dutkamuša vuolggasadjin lea sámi oaidnu ja oktavuohta sámeservošii. Dutkamuš gieđahallá kvalitatiiva metodaid bokte spealloovddidandáhpáhusaid potentiála sámi kultuvrralaš iešolggosbuktima ovddideaddjin. Dutkamuš vuođđuduvvá sápmelaš speallan- ja stoahkanárbevirrui, sápmelaš bajásgeassima árvvuide, álgoálbmogiid speallandutkamuššii ja speallandáhpáhusaid eahpenjuolgga oahppama iešvuođaide. Dáid oainnuid vuođul lean hábmen váldo dutkangažaldaga: mo spealloovddidandáhpáhusaid bokte sáhttá doarjut sámiid iešolggosbuktima. Dutkamuša metodan lea álgoálbmotvuolggalaš etnografiija, man materiálan leat observeremat (guokte spealloovddidandáhpáhusa, main oktiibuot 57 oassálasti), online gažaldatskovit (N=5), videojearahallamat (N=7), spealut (N=16) ja dutki beaivegirjemerkestagat. Analysa dahkkui kvalitatiiva sisdoalloanalysa vugiiguin. Dutkamuš ráhkaduvai golmma oassedutkamušas. Vuosttas oassedutkamuš suokkardalai sosiála oahppama váikkuhusa Nuoraid spealloprogrammerenkurssas, mii ordnejuvvui Ohcejogas jagis 2017. Oassedutkamuš I bohtosat čájehedje, ahte diehtu huksejuvvo sosiála vuorrováikkuhusas ovttas ja ovttaveardásaččat sámi bajásgeassima dieđuhuksema prinsihpaguin. Oassedutkamuš I čujuhii dasa, ahte lea vejolaš ávkkástallat sosiála oahppama oassin spealloovddideami sámi kulturkonteavsttas. Oassedutkamušat II ja III guorahalle dárkileabbot sosiála spealloovddideami fenomena nu, ahte speadjalaste sámi bajásgeassima iešvuođaid speallodáhpáhusaid eahpenjuolgga oahppamii. Oassedutkamuš II gieđahalai gažaldagaid das, mo Sami Game Jam ordnejuvvui, makkár spealut buvttaduvvojedje ja mo game jam -formáhta ávkkuhii oassálastiid. Oassedutkamušas III dutkojuvvui dat, mainna vugiin speallodáhpáhusaid sáhttá atnit ávkin sámi revitalisašuvnna bargoneavvun. Bohtosat čájehit ahte spealloovddidandáhpáhusaid sosiálalaš iešvuohta heive bures oktii sámi máilmmioainnuin ja dieđu buvttademiin ja ná dat doarju kultuvrralaš iešovdanbuktima. Ráhkaduvvon spealut speadjalaste sápmelaš speallan- ja stoahkanárbevieru iešvuođaid otnábeaivve sápmelašvuođa oainnuid mielde. Sáhttá nappo čuoččuhit, ahte sápmelaččaid spealloovddideapmi lea kultuvrralaš iešvuohta, mii boahtá oidnosii, šaddá ja ovdána go oažžu saji. Bohtosiid vuođul ráhkaduvvui Eamiálbmogiid spealloráhkadeami málle (Indigenous game design model), mii govvida álgoálbmotvuolggalaš fámu digitála spealuin ja mii stivre spealloplánema. Málle vehkiin sáhttá guorahallat fámuiduvvama spealuin viđa oasi bokte: máinnasárbevierru, dálá beaivve vásáhusat, oahpahusat, giella sihke juohkin ja ovddideapmi, Málle dahká vejolažžan guorahallat eamiálbmotvuolggalaš spealloplánema proseassan ja dat čalmmustahttá spealloplánema kultuvrralaš mearkkašumi eamiálbmotkonteavsttas.Throughout history, Indigenous peoples have played and made games. In Sámi culture, playing is one of the many elements of education, as well as a platform for transmitting their intangible heritage. Yet research into games originating in the communities of Indigenous peoples, especially Sámi people, is quite sparse, and this is even more true concerning digital games. This lack of research can be explained to some extent by the modest number of digital Sámi games in existence. While the need for media content in the native languages of Sámi communities has been recognised for several years now, there is only a handful of games available in Sámi languages. Several questions arise, then, concerning the resources and especially the creating: who creates games, and how are those games created? This thesis is written from the Indigenous Sámi perspective, especially pertaining to the local context of Sámi people in Utsjoki. The thesis takes a qualitative approach to exploring the potential of game development events to empower the cultural selfexpression of Sámi people. Its starting points are the Sámi game and play tradition, Sámi educational values, game studies on Indigenous peoples, and indirect learning as a feature of game jams. These aspects form the basis for the general research question: in what ways can game development events enhance the cultural self-expression of Sámi people? The study relies on the method of Indigenous ethnography and its data is collected via observation (two game development events, involving a total of 57 participants), online questionnaires (N=5), video interviews (N=7), games (N=16), and researcher field journals. The analysis was data-oriented and conducted using qualitative content analysis. This study consists of three publications (I–III). Publication I examines the social aspects of learning in a game programming course for adolescents, which was organised in Utsjoki in 2017. The results of this first study show that knowledge is formed in social interaction, collectively, and as equals, following the principles of the Sámi educational tradition. The study also suggest that social learning could be successfully employed as a part of game development in the Sámi cultural context. Publications II and III explore the phenomenon of social game development more closely, by employing aspects from Sámi education as a framework for studying indirect learning in game jams. Publication II set out to examine how Sami Game Jam was organised, what kind of games were created, and in what ways the game jam format was beneficial to the participants. Publication III examines the ways in which the new digital collaboration format of game jams can serve as a tool for the revitalisation of Indigenous Sámi cultures. The results show that the social aspects of the game creating events work well with the Sámi worldview and methods of knowledge production, thus supporting cultural self-expression. Games created in the event reflect contemporary aspects of the game and play tradition of the Sámi. It can be argued, then, that for the Sámi, game creation is a cultural trait which flourishes when granted proper opportunities. Based on these results, the study introduces the Indigenous game design model, a model that describes the Indigenous empowerment concerning digital games and that guides the process of game development. With the help of this model, empowerment can be explored from five aspects: storytelling, contemporary experiences, teachings, language, and sharing and developing. The model enables the examination of Indigenous game development as a process and reveals the cultural importance of game designing in the Indigenous context.Alkuperäiskansat ovat leikkineet, pelanneet ja tehneet pelejä läpi historian. Saamelaisessa kulttuurissa leikki on yksi monista kasvatuksen elementeistä sekä aineettoman kulttuuriperinnön siirtoalustoista. Alkuperäiskansalähtöisten, erityisesti saamelaisten, pelien osalta tutkimusta on kuitenkin vähän jopa globaalisti, ja digitaalisten pelien tutkimusta vielä vähemmän. Tutkimuksen vähyyttä voidaan selittää saamelaisten digitaalisten pelien vähyydellä: tarve omankieliselle mediasisällölle on tunnustettu jo vuosia sitten, mutta silti saamelaiskulttuurilähtöisiä digitaalisia pelejä on olemassa vain kourallinen. Avoimet kysymykset liittyvät siis resursseihin ja erityisesti tekijyyteen: kuka tekee ja miten? Tutkimuksen lähtökohdat ovat saamelaisnäkökulma ja yhteys saamelaisyhteisöön. Tutkimus käsittelee laadullisin menetelmin pelinkehitystapahtumien potentiaalia saamelaisen kulttuurillisen itseilmaisun edistäjänä. Tutkimus pohjautuu saamelaiseen peli- ja leikkiperinteeseen, saamelaisen kasvatuksen arvoihin, alkuperäiskansojen pelitutkimukseen sekä pelijamien epäsuoran oppimisen piirteeseen. Näiden näkökulmien pohjalta muotoutuu päätutkimuskysymys: Millä tavoin pelinkehitystapahtumat voivat tukea saamelaisten itseilmaisua? Tutkimuksen menetelmänä on alkuperäiskansalähtöinen etnografia, jonka aineistona ovat observoinnit (kaksi pelinkehitystapahtumaa, joissa yhteensä 57 osallistujaa), verkkokyselylomakkeet (N=5), videohaastattelut (N=7), pelit (N=16) sekä tutkijan kenttäpäiväkirjat. Analyysi tehtiin aineistolähtöisesti laadullisen sisällönanalyysin keinoin. Tutkimus koostui kolmesta osatutkimuksesta (I-III). Ensimmäisen osatutkimus tarkasteli sosiaalisen oppimisen ulottuvuutta Nuorten peliohjelmointikurssilla, joka järjestettiin Utsjoella vuonna 2017. Osatutkimus I:n tulokset osoittivat, että tietoa muodostetaan sosiaalisessa vuorovaikutuksessa yhdessä ja tasavertaisesti saamelaisen kasvatuksen tiedonrakentumisen periaatetta noudatellen. Osatutkimus I antoi viitteitä sosiaalisen oppimisen hyödynnettävyydestä osana pelinkehitystä saamelaisessa kulttuurikontekstissa. Osatutkimukset II ja III tarkastelivat sosiaalisen pelinkehittämisen ilmiötä lähemmin nivomalla saamelaisen kasvatuksen piirteitä viitekehykseksi pelijamien epäsuoraan oppimiseen. Osatutkimus II kysyi, kuinka Sami Game Jam järjestettiin, millaisia pelejä tuotettiin ja miten pelijamien formaatti hyödytti osallistujia. Osatutkimuksessa III tutkittiin, millä tavoin pelijameja voidaan hyödyntää saamelaisen revitalisaation työkaluna. Tulokset osoittavat, että pelinkehitystapahtumien sosiaalinen luonne sopii hyvin yhteen saamelaisen maailmankatsomuksen ja tiedon tuottamisen tavan kanssa tukien kulttuurista itseilmaisua. Luodut pelit heijastelivat saamelaisen peli- ja leikkiperinteen piirteitä tämän päivän saamelaisuuden näkökulmasta. Voidaan siis väittää, että saamelaisten pelinkehittäjyys on kulttuurillinen ominaisuus, joka tulee esiin, kasvaa ja kehittyy saadessaan tilaa. Tulosten pohjalta luotiin alkuperäiskansalähtöistä voimaantumista digitaalisissa peleissä kuvaava ja pelisuunnittelua ohjaava alkuperäiskansalähtöisen pelisuunnittelun malli. Mallin avulla voidaan tarkastella voimaantumista peleissä viiden osa-alueen kautta: tarinankerronta, tämän päivän kokemukset, opetukset, kieli sekä jakaminen ja kehittäminen. Malli mahdollistaa alkuperäiskansalähtöisen pelisuunnittelun tarkastelun prosessina ja tuo näkyväksi pelisuunnittelun kulttuurisen merkityksen alkuperäiskansakontekstissa

Teaching and learning in the school garden

This project was created to encourage educators to establish school site gardens. Gardens provide the opportunity to introduce environmental topics, and can become hands-on learning centers for subjects across the course of study