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Learning in Arcade Video Games: Elliptical Mechanisms and Transferability to Education
PROCEEDINGS

, University of Paris-Nord UFR-LSHS, France

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Digital game-based learning proponents have finally convinced educational institutions of video games’ teaching potential. However, Linderoth (2010), without negating it, criticizes the way researchers link a successful action in the game and learning. In my Ph.D research, I attempt to understand how “great video games” (Kunkel 2003) may take “a minute to learn and a lifetime to master.” As a part of this research, I trained myself for six months to perform a one-credit run on the Alien Vs. Predator arcade game. Improving oneself on an arcade game implies several levels of understanding; in order to learn each level, one must unlearn the level before. I will use this experience to study how arcade games afford this type of learning. For this paper, the focus will be put on the objective part of affordances, i.e. the properties of video game mechanisms that made such learning possible, and their transferability to school education.

Citation

Hock-koon, S. (2012). Learning in Arcade Video Games: Elliptical Mechanisms and Transferability to Education. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2542-2547). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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