Virtual communities in a secondary school – Discovering the internal grammar of video games
Laura Mndez, Department of Evolutionary and Educational Psychology, UNED ; Maria Garca-Perna, Sara Corts, Department of Philology, Documentation and Audiovisual Communication, University of Alcal
NAERJ Volume 3, Number 1, ISSN 2254-7339 Publisher: University of Alicante
This study attempts to show how the creation of an innovative scenario, introducing video games and online communities as educational resources in the classroom, facilitates the development of new literacies in the context of participatory culture. The experience described was carried out during the 2010-2011 academic year in a secondary school located in Madrid. The workshop was organized using a social simulation video game, The Sims 3, and the online community Play and Learn, created specifically for this project. From an ethnographic perspective, the article focuses mainly on analyzing what happened outside the game sessions, when the students became involved in the online community after interacting with the game in the classroom. The fact that they participated in a virtual conversational space (through a forum) serves to support the game and encourage reflection from all participants. The results show that social relationships were developed within the online community, where individual contributions proved especially important for group discussion. Participation made it possible for students to become aware of the speech and rules of the game and to improve the acquisition process of new literacies.
Mndez, L., Garca-Perna, M. & Corts, S. (2014). Virtual communities in a secondary school – Discovering the internal grammar of video games. Journal of New Approaches in Educational Research (NAER Journal), 3(1), 2-10. University of Alicante.
© 2014 University of Alicante
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