A Social Semiotic Perspective to Knowledge on Games, Gaming and Education PROCEEDINGS
Janaina Minelli Oliveira, Eliana E. Gallardo Echenique, Oscar Daniel Gómez Cruz, Ferley Ramos Geliz, Universitat Rovira i Virgili, Spain
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Video gaming is now a pervasive semiotic activity in the lives of teens and young adults in many parts of the world. This paper theorizes videogames as semiotic resources and interrogates the literature on video games bearing four fundamental questions in mind: What representations do video games foster?; What are the learning outcomes generated by video games?; What are the cognitive processes associated to videogame playing?, and finally, how do teachers incorporate video games in their pedagogical designs? We seek to contribute to a better understanding of video games as cultural artifacts, indicative of the technological and cognitive developments of our society and a driving force for the expansion of these very developments.
Oliveira, J.M., Echenique, E.E.G., Cruz, O.D.G. & Geliz, F.R. (2010). A Social Semiotic Perspective to Knowledge on Games, Gaming and Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2004-2012). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from https://www.learntechlib.org/primary/p/33656/.
© 2010 Association for the Advancement of Computing in Education (AACE)
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