The use of cognitive clinical interviews to explore learning from video game play

As research about the learning that results when children play video games becomes more popular, questions arise about what methodological and analytical tools are most appropriate to access and document this learning. Thus far, researchers have mostly adopted pre/post assessments, ethnography, and learning analytics. In this paper we (re)introduce cognitive clinical interviews as a methodology particularly suited to answering many of the most pressing questions about games and learning. To that end we describe four challenges of studying learning in video games with pre-post assessments that we claim can be addressed by the addition of clinical interviews. We then consider how clinical interviews can help to explain and describe patterns detected from ethnographic observations and detailed game play logs

MATERIAL-LED RESEARCH: A POSTHUMANIST METHODOLOGY FOR MAKER EDUCATION PRACTITIONERS

This article explores material-led research as a posthumanist methodology for practitionerresearchers in the learning sciences to study their own making practices, methods, and outputs. Unlike other first-person methodologies, material-led research aims to challenge and decenter the practitioner’s perspective through curious attention to the role of materials in their practice. Using the case of the first author’s engagement in biomaking—where living materials mingle with other ones—we illustrate a method for following the materials by attending to material assemblages, noticing what materials do, and reading them longitudinally. We discuss how, by granting materials an active participation in making practices, we allow ourselves to appreciate how they disrupt, influence, and offer new possibilities for making and learning

The use of cognitive clinical interviews to explore learning from video game play

As research about the learning that results when children play video games becomes more popular, questions arise about what methodological and analytical tools are most appropriate to access and document this learning. Thus far, researchers have mostly adopted pre/post assessments, ethnography, and learning analytics. In this paper we (re)introduce cognitive clinical interviews as a methodology particularly suited to answering many of the most pressing questions about games and learning. To that end we describe four challenges of studying learning in video games with pre-post assessments that we claim can be addressed by the addition of clinical interviews. We then consider how clinical interviews can help to explain and describe patterns detected from ethnographic observations and detailed game play logs

Combining video games and constructionist design to support deep learning in play

This effort has produced many interesting games though it is unclear if “educational video games” have achieved their promise. Similarly, for many years constructionists have engaged children in learning across a variety of contexts, including game design. While these programs have been successful, their exploratory nature leads to concerns about content coverage. In this symposium we discuss the potential of blending these two design traditions. Constructionist video games infuse traditional game structures with constructionist ideals to create gaming experiences that encourage exploration while ensuring engagement with desired content. This symposium presents the constructionist video games construct and showcases empirical research on the use of such games in both formal and informal contexts