Authors: Jeremiah I. Holden; Jeff Kupperman; Aviva Dorfman; Tim Saunders; Amanda Pratt; Pagan MacKay
Addresses: Department of Curriculum & Instruction, School of Education, University of Wisconsin-Madison, 225 North Mills St., Rm. 210, Madison, WI 53706, USA ' Education Department, School of Education and Human Services, University of Michigan-Flint, 303 E. Kearsley St., 430 French Hall, Flint, MI 48502-1950, USA ' Education Department, School of Education and Human Services, University of Michigan-Flint, 303 E. Kearsley St., 430 French Hall, Flint, MI 48502-1950, USA ' Wealthy Elementary School, East Grand Rapids Public Schools, 1961 Lake Drive, Grand Rapids, MI 49506, USA ' North Carolina New Schools, 4600 Marriott Drive, Suite 510, Raleigh, NC 27612, USA ' PuddleWood Consulting, 217-2401 Cliffe Avenue, Courtenay, BC, V9N 9R8, Canada
Abstract: As a variation on game-based learning, we propose the concept of 'gameful learning' as a framework that encourages improvisation, playfulness, and social interaction, and which takes into account the unique contingencies of individual people and specific content. We describe gameful learning in terms of three elements: attitude, identity, and ignorance. Three cases of gameful learning are examined across diverse learning environments: a fourth grade science class studying matter, a secondary world history class studying the Middle Ages, and an educational technology graduate programme. Cross-case analysis reveals how gameful learning elements relate to attitudes of agency and social necessity, becoming a game designer, and embracing ignorance for learning.
Keywords: gameful learning; lusory attitude; identity; critical perspectives; knowledge; ignorance; case studies; game design; learning technology; teacher learning; teacher research; game-based learning; GBL; improvisation; playfulness; social interaction.
International Journal of Learning Technology, 2014 Vol.9 No.2, pp.181 - 201
Available online: 27 Aug 2014 *Full-text access for editors Access for subscribers Purchase this article Comment on this article