Situated Cognition: On Human Knowledge and Computer Representations
Situated Cognition: On Human Knowledge and Computer Representations
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Serious Games: Games That Educate, Train, and Inform
Serious Games: Games That Educate, Train, and Inform
Play Between Worlds: Exploring Online Game Culture
Play Between Worlds: Exploring Online Game Culture
Augmented Learning: Research and Design of Mobile Educational Games
Augmented Learning: Research and Design of Mobile Educational Games
Handbook of Research on New Literacies
Handbook of Research on New Literacies
The Complete Guide to Simulations and Serious Games: How the Most Valuable Content Will be Created in the Age Beyond Gutenberg to Google
An Introduction to New Media and Cybercultures
An Introduction to New Media and Cybercultures
Spatializing Social Practices in Mobile Game-Based Learning
ICALT '10 Proceedings of the 2010 10th IEEE International Conference on Advanced Learning Technologies
Unpacking self and socio dialectics within learners' interactive play
Computers & Education
The Role of Gender in Mobile Game-Based Learning
International Journal of Mobile and Blended Learning
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Citizenship education is important in developing nations, where establishing a vital sense of statehood, belonging, and common purpose amongst citizens presents political leaders with significant challenges. This paper examines the enactment of an innovative citizenship education learning program based on the Statecraft X curriculum. The authors hold that it is essential for student learning to be engaged in and studied performatively, in the everyday context of students' situated action and participation in discursive practices. Consequently, the curriculum involves school students using a 24/7 mobile learning game played on Apple iPhones-Statecraft X-to enact governorship in the game world Velar. In addition, students construct their ideal, but fictional, world Bellalonia via the "play of imagination" as part of a Play-between-Worlds curriculum model. Empirical findings show that a dispositional shifts on several values and beliefs related to governance and citizenship were significantly "better" for intervention group students compared with control group students, and b intervention group students demonstrated significantly improved learning gains, compared with control group students, in respect of a summative essay writing task on governance and citizenship, evaluated on the criteria of relevance, perspective, and voice.