The use of visualisations and video productions in online game-based learning

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2 Citationer (Scopus)
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Abstract

The paper investigates how the use of visualisations and video productions combined with peer-feedback sessions can create exploratory approaches to game design in online teaching. Thus, the paper aims to provide insights into the
iterative learning processes of developing games in online game based learning. The empirical data is based on an explorative case study where master students from the international Nordic Visual Studies and Art Education (NoVA) design games as a part of an online game-based learning course. Throughout the course the students were situated at three different universities in Finland, Sweden and Denmark, collaborating cross-cultural across campuses. The purpose of the study was to explore how to establish an online space for joint design inquiry in the context of games for changes across cultural and professional barriers. The data used for analysis is teaching observations, videos of play sessions, students’ reflection papers, written and oral evaluation with participants after completion of the course. The analysis is based on different PBL activities; lectures, video tutorials, presentation- and feedback sessions, reflexive exercises and students’ self-directed design processes and learning in groups. Game theory and exercises were presented through videos and visuals to support the students’ iterative processes of developing games. Analysis of the PBL activities show how teachers’ video tutorials relating theoretical game concepts to the students’ group work supported their entrance in the game field as well as their design processes. How to balance feedback-related video tutorials and teachers’ time for preparation is identified as a relevant issue for further exploration in online game-based teaching. Findings show how the students’ visualisations and video productions
exemplifying game situations, created a visible reference point for further discussions in the feedback sessions across campuses, which guided the game development. Thus, the combination of inquiry approaches, critical game theory and design processes combined with students’ visualisations and video productions indicates interesting connections for bridging gaps between professions, e.g. in art and games.
OriginalsprogEngelsk
TitelProceedings of the 18th European Conference on e-Learning, ECEL 2019 : Aalborg University, Copenhagen, Denmark, 7-8 November, 2019
RedaktørerRikke Ørngreen, Mie Buhl, Bente Meyer
Antal sider8
ForlagAcademic Conferences and Publishing International
Publikationsdatonov. 2019
Sider192-199
ISBN (Trykt)978-1-912764-42-6
ISBN (Elektronisk)978-1-912764-41-9
DOI
StatusUdgivet - nov. 2019
Begivenhed18th European Conference on e-Learning, ECEL 2019 - Copenhagen, Danmark
Varighed: 7 nov. 20198 nov. 2019

Konference

Konference18th European Conference on e-Learning, ECEL 2019
Land/OmrådeDanmark
ByCopenhagen
Periode07/11/201908/11/2019
NavnProceedings of the European Conference on e-Learning, ECEL
Vol/bind2019-November
ISSN2048-8637

Emneord

  • online game-based learning
  • Educational design
  • students as game designers
  • visualisations
  • video productions
  • Higher education

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