While there are several positive outcomes from implementing game design in a formal learning context, there are also challenges that have to be considered in order to improve game-based learning. ...This is explored in the article, using the concepts of activity frames and stancetaking, focusing on the social organization of the game design activity. Building on video data from one 6th grade class and one 7th grade class designing computer games based on their social studies curriculum, this article shows that tensions arise when students fail to agree on what the activity they are doing is really about: The academic content and what students commonly perceive as school activities, or a game design activity informed by their leisure time. The main argument is that the students position themselves as students, game designers or characters, and that this may cause tensions in the students' social interactions.
Odyssey to the Model Norwegian State ØYGARDSLIA, KRISTINE; RINGROSE, PRISCILLA
Nordic Journal of Migration Research,
2023, Letnik:
13, Številka:
3
Journal Article
Recenzirano
Odprti dostop
This article examines digital stories about migration journeys produced by students in a mainstream upper secondary class in Norway. The digital stories were introduced as part of a social studies ...module designed to foster critical thinking around migration. The class was made up of ethnic Norwegian students, students with a family migration background, and recently arrived migrant students. Using multimodal analysis, we examined the storylines in the students’ digital stories, focusing on the understandings of migration and nation produced. Inspired by Bamberg’s (2004) conceptualisation of dominant and counter narratives, we explored the extent to which these understandings interpellated/resisted dominant narratives of migration and nation. We asked: What understandings of the migrant and of Norway do the storylines re/produce? To what extent do these understandings draw on dominant Norwegian narratives of migration? Our findings suggest that most of the digital stories draw on dominant narratives, especially that of Norway as an idealised model state. In conclusion, we discuss possible reasons for the narrative standardisation and suggest potential ways of opening up educational spaces for more counter narratives.
When game design is conducted in classrooms as a learning activity, the students usually have digital, as well as traditional, artifacts available. This article looks at how students organize the use ...of different artifacts when creating computer games about historical topics. The data informing this article consist of video data collected from one sixth-grade class and one seventh-grade class in Norway. A sociocultural perspective is used to show how the students use a combination of different artifacts as resources in the game design process, focusing on how students take epistemic stances and how the artifacts are given different epistemic status. The students jointly construct knowledge that they then integrate into computer games using artifacts such as textbooks, world maps, Google, and timelines. The article shows how designing games about historical topics is a complex process in which students use artifacts as the basis for knowledge claims and storytelling, and students need to negotiate and balance their own design preferences with historical accuracy and the expectations of the classroom setting.
This article investigates use of digital storytelling as a learning activity in education about migration. Based on a study in two Norwegian schools and two adult education centers for refugees and ...migrants, the article analyzes student's digital stories and observations of the process of production. Counter to research on the promise of digital storytelling to promote diverse perspectives, personal experience and creativity, our findings show that digital stories as a learning activity includes powerful standardization drivers. The standardization limits diversity in students' knowledge and experience from coming into view in the final product. The identified standardization drivers are; (1) discursive blueprints of refugee experience, including the narrative about the 'Good Refugee' and idealization of the destination country, (2) challenges with representing traumatic experiences through photographic imagery, and (3) material affordances in the production process such as google algorithms. In conclusion, we argue that critical engagement with the involved modalities and standardization drivers is a condition for using digital stories to foster critical thinking about migration.
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