DOCSLIB.ORG

How Might Digital Leisure Games Foster Critical Thinking and Grit?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Might Digital Leisure Games Foster Critical Thinking and Grit? HOW MIGHT DIGITAL LEISURE GAMES FOSTER CRITICAL THINKING AND GRIT? BY: VANESSA REMENTILLA A major research project presented to OCAD University in partial fulfillment of the requirements for the degree of Master of Design in Strategic Foresight & Innovation Toronto, Ontario, Canada December, 2016 Vanessa Rementilla 2016 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International 2.5 Canada license. To see the license go to http://creativecommons.org/licenses/by-nc-sa/4.0/legalcode or write to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA. ii Copyright Notice This document is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 2.5 Canada License. http://creativecommons.org/licenses/by-nc-sa/4.0/legalcode YOU ARE FREE TO: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. UNDER THE FOLLOWING CONDITIONS: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. WITH THE UNDERSTANDING THAT: You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation. No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material. iii I hereby declare that I am the sole author of this MRP. Author’s This is a true copy of the MRP, including any required Declaration final revisions, as accepted by my examiners. I authorize OCAD University to lend this MRP to other institutions or individuals for the purpose of scholarly research. I understand that my MRP may be made electronically available to the public. I further authorize OCAD University to reproduce this MRP by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. iv Abstract The ubiquity of mobile devices and the rapid growth of mobile gaming have put digital games into the tiny hands of children, some under 2 years of age. What, if anything, are these games teaching our kids? Could they be learning essential skills that will be useful in the future—or are they just for fun? This research investigates if and how digital leisure games promote critical thinking and grit in children ages 9–12. It will explore game design, motivations of players, stages in child’s development and other factors that may influence learning outcomes. It aims to create a framework for identifying essential future skills and traits and provide future directions for parents and, potentially, educators and game developers. v DEDICATION To Francis, Mateo and Zach vi Table of Contents 1. INTRODUCTION: GOOD CANDY? ..............................................................................1 2. METHODS AND TECHNIQUES ......................................................................................4 2.1 Literature Review ........................................................................................... 5 2.2 Auto-ethnography ................................................................................................8 2.3 Online Survey Questionnaires ....................................................................................10 2.3.1 Parent Questionnaire .......................................................................................10 2.3.2 Learning Framework Survey ................................................................................ 11 3. CONTEXT AND RATIONALE .......................................................................................12 3.1 Mobile is the New Playground .................................................................................... 13 3.2 Gaming Goes to School ......................................................................................... 15 3.3 Searching for the Skills of Tomorrow ............................................................................21 4. GAME OVER: NEGATIVE PERCEPTIONS, ISSUES AND CHALLENGES ......................................... 24 4.1 The Violence Connection ........................................................................................ 25 4.2 Screentime: Searching for That Magic Number ................................................................. 26 4.3 Sedentary Lifestyle ............................................................................................. 28 4.4 Addiction ....................................................................................................... 29 4.5 Online Safety ....................................................................................................31 5. GAME ON: BENEFITS, AFFORDANCES AND ADVOCACY ......................................................... 32 5.1 Freedom to Fail .................................................................................................. 33 5.2 Literacy Launchpad ............................................................................................. 34 5.3 Social Learning System ......................................................................................... 35 5.4 Systems Thinking ................................................................................................37 6. ONLINE SURVEY RESULTS ....................................................................................... 39 6.1 Parent Questionnaire ............................................................................................ 40 6.1.1 Age and Gender of Children ................................................................................ 40 6.1.2 Digital Games Played by 9- to 12-year–old Children .........................................................41 6.1.3 Game Acquisition .......................................................................................... 43 6.1.4 Parent Screentime Conditions and Rules .................................................................. 44 6.1.5 Perceived Skills Learned from Playing Digital Leisure Games............................................... 46 6.2 Learning Framework Survey ......................................................................................47 6.2.1 Digital Leisure Games Chosen by Parents ..................................................................47 6.2.2 Parent Perceptions on Ability of Digital Leisure Games to Foster Crtical Thinking and Grit ................ 48 6.2.3 Important Factors ......................................................................................... 48 6.2.4 Feedback on the Learning Framework ..................................................................... 49 6.3 Limitations ...................................................................................................... 50 6.3.1 Limited Data and Clarification ............................................................................. 50 6.3.2 Online Recruitment and Self-Reported Data ................................................................ 51 vii 7. THE LEARNING FRAMEWORK .................................................................................... 52 7.1 The Process ..................................................................................................... 53 8. THE CRITICAL THINKING LEARNING FRAMEWORK ............................................................. 59 8.1 Build Knowledge .................................................................................................61 8.2 Build Comprehension, Analysis and Synthesis .................................................................. 62 8.3 Evaluate ......................................................................................................... 70 9. THE GRIT LEARNING FRAMEWORK .............................................................................. 73 9.1 Build Interest into Passion ........................................................................................76 9.2 Identify with a Purpose to Persevere .............................................................................79 9.3 Gain Support and Feedback ..................................................................................... 85 9.4 Mind the Gaps .................................................................................................. 88 10. INFLUENTIAL FACTORS IN LEARNING ........................................................................... 89 10.1 Inferential Factors .............................................................................................. 92 10.1.1 Child Development ........................................................................................ 92 10.1.2 Motivations ............................................................................................... 93 10.1.3 Arbitrary Factors ......................................................................................... 94 10.1.4 Types of Digital Games ..................................................................................
Load more

Recommended publications
  • AVG Android App Performance and Trend Report H1 2016
    AndroidTM App Performance & Trend Report H1 2016 By AVG® Technologies Table of Contents Executive Summary .....................................................................................2-3 A Insights and Analysis ..................................................................................4-8 B Key Findings .....................................................................................................9 Top 50 Installed Apps .................................................................................... 9-10 World’s Greediest Mobile Apps .......................................................................11-12 Top Ten Battery Drainers ...............................................................................13-14 Top Ten Storage Hogs ..................................................................................15-16 Click Top Ten Data Trafc Hogs ..............................................................................17-18 here Mobile Gaming - What Gamers Should Know ........................................................ 19 C Addressing the Issues ...................................................................................20 Contact Information ...............................................................................21 D Appendices: App Resource Consumption Analysis ...................................22 United States ....................................................................................23-25 United Kingdom .................................................................................26-28
    [Show full text]
  • Full Version
    Volume 11, Number 2 Spring 2020 Contents ARTICLES Reexploring the Esports Approach of America’s Three Major Leagues Peter A. Carfagna.................................................. 115 The NCAA’s Agent Certification Program: A Critical and Legal Analysis Marc Edelman & Richard Karcher ..................................... 155 Well-Intentioned but Counterproductive: An Analysis of the NFLPA’s Financial Advisor Registration Program Ross N. Evans ..................................................... 183 A Win Win: College Athletes Get Paid for Their Names, Images, and Likenesses, and Colleges Maintain the Primacy of Academics Jayma Meyer and Andrew Zimbalist ................................... 247 Harvard Journal of Sports & Entertainment Law Student Journals Office, Harvard Law School 1585 Massachusetts Avenue, Suite 3039 Cambridge, MA 02138 (617) 495-3146; [email protected] www.harvardjsel.com U.S. ISSN 2153-1323 The Harvard Journal of Sports & Entertainment Law is published semiannually by Harvard Law School students. Submissions: The Harvard Journal of Sports and Entertainment Law welcomes articles from professors, practitioners, and students of the sports and entertainment industries, as well as other related disciplines. Submissions should not exceed 25,000 words, including footnotes. All manuscripts should be submitted in English with both text and footnotes typed and double-spaced. Footnotes must conform with The Bluebook: A Uniform System of Citation (20th ed.), and authors should be prepared to supply any cited sources upon request. All manu- scripts submitted become the property of the JSEL and will not be returned to the author. The JSEL strongly prefers electronic submissions through the ExpressO online submission system at http://www.law.bepress.com/expresso or the Scholastica online submission system at https://harvard-journal-sports-ent-law.scholasticahq.com.
    [Show full text]
  • Digital Essay Script Writing Guide (Podcasts, Documentary, TED Talks, RSA Videos)
    Digital Essay Script Writing Guide (Podcasts, Documentary, TED Talks, RSA Videos) General Guidelines ● Use a script to sound more focused, produced, and polished and to ensure that information is clear, concise, and in order. A script helps you retain full control of the content. ● A script should be invisible. When delivered, it shouldn’t sound like a script. If it sounds like a script, your program won’t sound spontaneous and won’t sound friendly to your audience. ● The invisibility of your script depends on how it’s written and how it’s presented. ● Conversational writing needs to sound natural, not stilted and artificial. The best way to see if your copy sounds natural is to read it out loud. Do you have to stop for a breath in the middle of a sentence? The sentence is too long. Do you repeatedly stumble in your reading when you get to a certain point in your script? The idea or wording isn’t clear. ● For podcasts, write for the ear, not the eye. Text written for the eye can be more complex and still not lose the meaning because readers linger over the text until they figure out your meaning. Scripts written for the ear go by literally at the speed of sound. They have to be much simpler. ● Write clearly. Listeners only hear it once, unless they replay it. You can’t count on them to do that, so your meaning has to be clear the first time your listeners hear it. ● Interview-style podcast – script the introduction and closing and outline the questions.
    [Show full text]
  • Game Development for Computer Science Education
    Game Development for Computer Science Education Chris Johnson Monica McGill Durell Bouchard University of Wisconsin, Eau Bradley University Roanoke College Claire [email protected] [email protected] [email protected] Michael K. Bradshaw Víctor A. Bucheli Laurence D. Merkle Centre College Universidad del Valle Air Force Institute of michael.bradshaw@ victor.bucheli@ Technology centre.edu correounivalle.edu.co laurence.merkle@afit.edu Michael James Scott Z Sweedyk J. Ángel Falmouth University Harvey Mudd College Velázquez-Iturbide [email protected] [email protected] Universidad Rey Juan Carlos [email protected] Zhiping Xiao Ming Zhang University of California at Peking University Berkeley [email protected] [email protected] ABSTRACT cation, including where and how they fit into CS education. Games can be a valuable tool for enriching computer science To guide our discussions and analysis, we began with the education, since they can facilitate a number of conditions following question: in what ways can games be a valuable that promote learning: student motivation, active learning, tool for enriching computer science education? adaptivity, collaboration, and simulation. Additionally, they In our work performed prior to our first face-to-face meet- provide the instructor the ability to collect learning metrics ing, we reviewed over 120 games designed to teach comput- with relative ease. As part of 21st Annual Conference on ing concepts (which is available for separate download [5]) Innovation and Technology in Computer Science Education and reviewed several dozen papers related to game-based (ITiCSE 2016), the Game Development for Computer Sci- learning (GBL) for computing. Hainey [57] found that there ence Education working group convened to examine the cur- is \a dearth of empirical evidence in the fields of computer rent role games play in computer science (CS) education, in- science, software engineering and information systems to cluding where and how they fit into CS education.
    [Show full text]
  • Streaming Video Games and Copyright
    Press Start Streaming Video Games and Copyright Streaming Video Games: Copyright Infringement or Protected Speech? Eirik Jungar Uppsala University Abstract Streaming video games, that is, live broadcasting playing video games on the internet, is incredibly popular. Millions tune into twitch.tv daily to watch eSport tournaments, their favourite streamer, and chat with other viewers. But all is not rosy in the world of streaming games. Recently, some game developers have aggressively exercised their copyright to, firstly, claim part of the streamers’ revenue, and secondly, control the context in which their game is shown. The article analyzes whether game developers have, and should have, such rights under EU copyright law. Reaching the conclusion that video game streams infringe the game developer’s right to communicate their works to the public, I argue that freedom of expression can and should be used to rein in their rights in certain cases. Subjecting the lawfulness of streams to game developers’ good will risks stifling the expressions of streamers. The streamers, their audience, and even the copyright holders, would be worse off for it. Keywords Video games; Streaming; Copyright; Freedom of speech; EU Press Start 2016 | Volume 3 | Issue 2 ISSN: 2055-8198 URL: http://press-start.gla.ac.uk Press Start is an open access student journal that publishes the best undergraduate and postgraduate research, essays and dissertations from across the multidisciplinary subject of game studies. Press Start is published by HATII at the University of Glasgow. Jungar Streaming Video Games and Copyright 1 Introduction Every day, the internet traffic to the website twitch.tv, where visitors watch others play video games, rivals that of Netflix.
    [Show full text]
  • Infinite Runner Market Research
    INFINITE RUNNER MARKET RESEARCH BY FINLEY CHAPMAN • I have been tasked with doing market research on video games that fall under the infinite runner genre and are suitable for people aged 7+ • To do this I have compiled some of the most popular games in this genre that are available on the Google play store. • I’ve also made sure that all the games have been rated as appropriate for those aged seven and over • Game 1: Temple run NOTES ABOUT TEMPLE RUN • It’s one of the most famous games in the genre. • It is an extremely popular game, with over 100 million downloads on the Google play store. • It has generally good reviews (an average of 4.3 stars out of 5) The game takes place in a jungle which further adds to the game’s explorer theme. This makes the game immersive because it is a place where you would expect to find an explorer in real life. This also makes it stereotypical of it’s theme. The game features tribal drums as part Players play as an Indiana of its soundtrack. This builds up the Jones like explorer tension and gets faster when the apes character who has to out behind you catch up. Because of this run a pack of apes, who the music makes the game feel even are after a statue that the more immersive. player has stolen. This obviously gives the game It has a simple control scheme,this an explorer theme, it also makes the game pretty accessable to adds a sense of urgency inexperienced players.
    [Show full text]
  • Austin Games Conference 2005
    Why are we here? 28 th october 2005 Austin games conference profesSor Richard A. Bartle University of esSEx introduction • It is a truth universally acknowledged… • that I’ve called this talk “why are we here?” – I include as “we” those who would have been here if they hadn’t been out ”Networking” until 2:30am this morning • I do mean the question quite literally: why are any of us in this location right now ? • This is actually a meaningful question… 1 Deep and meaningful Put another way • Point of fact: you are All goinG to DIE • Given this information, why are you here ? In this converted balLroOm ? • Why aren’t you in – paris? – China? – Darfur? – Bed? – World of warcraft ? • Hmm, I guess some of you are in there… 2 Short answer • Well, you’re here because you’re mMorpg developers and this is a mmorpg developers’ conference – officially, “networked game development” conference… • [aside: I’m gonna call them virtual worlds , not mMorpgs ] – I’m not giving up on my book’s title yet , dammit! • But this leads to another question: Another question • Why are you [mmorpg] virtual world developers? • Why aren’t you – regular game developers? – Novelists? – Truck drivers? – Nuclear power station software engineers? – Lawyers? – level 80 on runescape with 2 blue masks, 2 green masks, 2 santa hats and a red party hat ? • “Because it would cost me $5,100 on ebay” (44 bids, 13 hours to go, and simbatamer realLy wants it) 3 hackers • Notice the subtitle answers • Some posSible answers: – You’re a vw developer Purely by acCident – You wanted a
    [Show full text]
  • Buy Madden 17 Pc Download Madden NFL 17 PC Download
    buy madden 17 pc download Madden NFL 17 PC Download. In this version, we have the most complete and best-balanced match mechanics, introduced a new control model player ball, allows us to glamorous washed away defenders, was also added improved artificial intelligence defensive formation somewhat improve difficulty game. In the game you will find many teams as well as detailed statistics for each player that will be updated up to date by the system 365. Madden Producers in Madden NFL 17 PC Download focused primarily on developing and refining the extensive career mode, in which as a manager run your team through the seasons answering for its full functioning. Madden 16 also offers the traditional game modes, multiplayer and single-version. The game is based on a modern engine Ignite, prepared by the company Elecronic Arts designed for next-generation platforms. There is also a multiplayer split screen, change all the settings from the PC Installer . The program that we offer allows us to play Madden NFL 17 PC Download without unnecessary software, the program will first download the game and later automatically run installation process. For proper operation of PC Installer program is required net framework 4.0 or higher and Windows 7 or higher. The program connects to the network and downloading the game takes place, it’s important to complete the installation process by computer connected to the network. The game was released in the console version, the team reworkedgames.eu remade the full version of the game from the console version on a computer platform.
    [Show full text]
  • Twitch and Professional Gaming: Playing Video Games As a Career?
    Twitch and professional gaming: Playing video games as a career? Teo Ottelin Bachelor’s Thesis May 2015 Degree Programme in Music and Media Management Business and Services Management Description Author(s) Type of publication Date Ottelin, Teo Joonas Bachelor´s Thesis 08052015 Pages Language 41 English Permission for web publication ( X ) Title Twitch and professional gaming: Playing video games as a career? Degree Programme Degree Programme in Music and Media Management Tutor(s) Hyvärinen, Aimo Assigned by Suomen Elektronisen Urheilun Liitto, SEUL Abstract Streaming is a new trend in the world of video gaming that can make the dream of many video gamer become reality: making money by playing games. Streaming makes it possible to broadcast gameplay in real-time for everyone to see and comment on. Twitch.tv is the largest video game streaming service in the world and the service has over 20 million monthly visitors. In 2011, Twitch launched Twitch Partner Program that gives the popular streamers a chance to earn salary from the service. This research described the world and history of video game streaming and what it takes to become part of Twitch Partner Program. All the steps from creating, maintaining and evolving a Twitch channel were carefully explored in the two-month-long practical research process. For this practical research, a Twitch channel was created from the beginning and the author recorded all the results. A case study approach was chosen to demonstrate all the challenges that the new streamers would face and how much work must be done before applying for Twitch Partner Program becomes a possibility.
    [Show full text]
  • Download Super Mario Run Full Android Free
    download super mario run full android free Beginner's Guide: How to play Super Mario Run - updated for 2.0! Updated March 2017: We've added the biggest new features of version 2.0! Super Mario Run is now available in the App Store for the iPhone. It is Nintendo's second mobile game in history (the first being Miitomo and Mario's first game on a mobile device. Like any good Super Mario Bros. game, it has plenty of skill-based content: You'll have to plan your strategy and learn how to time your moves just right if you want to get all of the goodies on any given level. Super Mario Run is free to download. You can play the first three levels of World 1 and 20 seconds of the boss level for free; after that, you'll have to unlock the rest of the game for $9.99. Believe me, you'll want to buy this game once you've played 30 seconds of the first level. It'll hook you in! There are three modes of gameplay; World Tour, Toad Rally, and kingdom building. Each one assists in unlocking other modes. Completing levels in World Tour unlocks new courses in Toad Rally, which unlocks new Toad colors, which unlocks new buildings for your kingdom. As such, you'll want to play everything every day. There are 24 levels across six worlds in World Tour mode. While you can race through all 24 levels in just a few hours, you'll miss out on the real fun of the game: the strategy! If you want to know how to score big in Super Mario Run, our beginner's guide will show you the way.
    [Show full text]
  • PROGRAMMING LEARNING GAMES Identification of Game Design Patterns in Programming Learning Games
    nrik v He d a apa l sk Ma PROGRAMMING LEARNING GAMES Identification of game design patterns in programming learning games Master Degree Project in Informatics One year Level 22’5 ECTS Spring term 2019 Ander Areizaga Supervisor: Henrik Engström Examiner: Mikael Johannesson Abstract There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation.
    [Show full text]
  • Building a Thriving Interactive Games Development Industry in Australia 1 Summary
    A reminder to government of the value in supporting a thriving games development industry and recommendations for industry support December 2018 About IGEA The Interactive Games & Entertainment Association (IGEA) is the peak industry association representing the business and public policy interests of Australian and New Zealand companies in the computer and video games industry. Our members publish, market, develop and distribute interactive games, entertainment content and related hardware. Our mission is to create an environment that drives sustainable growth for the interactive games and entertainment industry. IGEA Suite 145, National Innovation Centre Australian Technology Park 4 Cornwallis St, Eveleigh NSW 2015 www.igea.net [email protected] @igea /igea.net CONTENTS About IGEA IFC Summary 2 Table of policy recommendations 3 Why Australia needs an interactive games industry 4 1. Game development is an innovative and future-looking creative industry 4 2. Game development will help build a modern and talented Australian workforce 5 3. Games are a valuable, IP-driven and weightless export with high global demand 7 4. We have entered an era of serious games and their uses have limitless potential 8 5. The power of games for digital inclusion and its cultural dividend for Australia 10 Blueprint for fostering a strong Australian game development industry 12 1. Provide a $40 million fund for game development 12 2. Create a 30 per cent refundable tax offset for game development 14 3. Provide strategic support for cultural, educational and serious games 16 4. Additional funding and policy support to foster a game development industry 16 The fiscal and economic case for supporting game development 18 1.
    [Show full text]