The Alternate Reality Game: Learning Situated in the Realities of the 21st Century
Magda Dominik, University of British Columbia, Canada
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Even though the literature has long recognized the potentials of gaming for learning and implementations of games do exist in education, there appears to be a paucity of theorizing on the potentials of Alternate Reality Games (ARGs) as effective learning tools for the 21st century. Looking through a constructivist lens, this paper is an introductory exploration of the needs of the current participatory society and how the educational utility presented by this genre can address them. As ARGs blur the lines between real and alternate realities, we come to a place at the edge of constructivism where the need for a more nuanced theorizing incorporating the ‘reality’ aspect of learning becomes apparent. As a point of departure for future research and contributions, Reality Situated Learning (RSL) is introduced as a new theoretical framework.
Dominik, M. (2008). The Alternate Reality Game: Learning Situated in the Realities of the 21st Century. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2358-2363). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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Zheng Zhou & Jack Shen-Kuen Chang, Purdue University, United States; Jing Pan, JCM International Management Engineering Institute, China; David Whittinghill, Purdue University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 2145–2153
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