The “tricky business” of genre blending: Tensions between frames of school mathematics and video game play

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of the Learning Sciences Pub Date : 2020-09-22 DOI:10.1080/10508406.2020.1817747

Panchompoo Wisittanawat, M. Gresalfi

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引用次数: 4

Abstract

ABSTRACT Background Educational video games are increasingly used in classrooms because they can offer meaningful contexts for problem solving. However, educational video games bring together two historically disparate activities: school mathematics and video games. How these two activities complement, compromise, or contradict each other influences how mathematical activity takes shape during game play. Methods This paper offers a case analysis of two students: one who engages with the mathematics as intended by the game and is easily seen as on task, and a second who seems to reject the mathematics as intended by the game and is easily seen as off task. The analysis focuses on how each student’s frame of activity influences their mathematical activity during game play. Findings Findings suggest that, considered from their own frame of activity instead of the frame of the design, both students appear engaged in mathematical sensemaking, albeit in different ways: one as intended by the designer, the other as emerging from game play. Contribution By highlighting potential tensions between these official and unofficial frames, this paper contributes to continued reflections on task designs that incorporate youth culture such as video gaming to make mathematics classrooms more inviting to students.

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类型融合的“棘手问题”:学校数学框架与电子游戏玩法之间的紧张关系

教育电子游戏越来越多地用于课堂，因为它们可以为解决问题提供有意义的背景。然而，教育电子游戏将两种历史上完全不同的活动结合在一起:学校数学和电子游戏。这两种活动如何相互补充、妥协或矛盾影响着数学活动在游戏过程中的形成。本文提供了两个学生的案例分析:一个学生参与了游戏所要求的数学，很容易被认为是在完成任务，另一个学生似乎拒绝了游戏所要求的数学，很容易被认为是在偏离任务。分析的重点是每个学生的活动框架如何影响他们在游戏过程中的数学活动。研究结果表明，从他们自己的活动框架而不是设计框架来看，两个学生似乎都参与了数学意义的构建，尽管方式不同:一个是设计师的意图，另一个是游戏玩法的结果。通过强调这些官方和非官方框架之间的潜在紧张关系，本文有助于继续思考将电子游戏等青年文化纳入任务设计中，以使数学课堂对学生更具吸引力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.