Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Connected Gaming: What Making Video Games Can Teach Us about Learning and Literacy

Connected Gaming: What Making Video Games Can Teach Us about Learning and Literacy

Kafai, Yasmin B.
Burke, Quinn
Steinkuehler, Constance

Paperback

Series: The John D. and Catherine T. MacArthur Foundation Digital Media and Learning

General EducationTeaching Instruction

ISBN10: 0262551551
ISBN13: 9780262551557
Publisher: MIT Press
Published: Mar 19 2024
Pages: 224
Weight: 0.72
Height: 0.50 Width: 6.00 Depth: 9.00
Language: English
How making and sharing video games offer educational benefits for coding, collaboration, and creativity.

Over the last decade, video games designed to teach academic content have multiplied. Students can learn about Newtonian physics from a game or prep for entry into the army. An emphasis on the instructionist approach to gaming, however, has overshadowed the constructionist approach, in which students learn by designing their own games themselves. In this book, Yasmin Kafai and Quinn Burke discuss the educational benefits of constructionist gaming--coding, collaboration, and creativity--and the move from computational thinking toward computational participation.

Kafai and Burke point to recent developments that support a shift to game making from game playing, including the game industry's acceptance, and even promotion, of modding and the growth of a DIY culture. Kafai and Burke show that student-designed games teach not only such technical skills as programming but also academic subjects. Making games also teaches collaboration, as students frequently work in teams to produce content and then share their games with in class or with others online. Yet Kafai and Burke don't advocate abandoning instructionist for constructionist approaches. Rather, they argue for a more comprehensive, inclusive idea of connected gaming in which both making and gaming play a part.

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