The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.

While methods of creative play are still utilized occasionally in elementary education, by the time students reach college there are fewer opportunities for them to play in order to learn creatively in the classroom. Often, they are bored or uninspired by “traditional” composition instruction, where they read essays and then emulate their structure. Students can sometimes struggle to find ways to compose, both academically and creatively. I have seen in my classrooms the efficacy of giving students more flexibility and freedom in their ways of composing. This project proposes that play—the serious “work of childhood” (attributed to Piaget)—is just as essential in the college composition classroom. Giving students ways to access their imaginations, through visual and multimodal composition, making activities, metaphors, and other infusions of creative play pedagogy in the classroom and beyond—are not niche methods of instruction. Rather, I assert that play-learning helps form thirdspaces of play that I term playspaces. Specifically, in this dissertation I inquire through teacher/practitioner research to explore these questions: 1) What are some of the possibilities and limitations of play pedagogy for the composing processes of three first-year college composition students and their instructor? a. How are students using play pedagogy in the learning space? What functions might it serve or not serve? b. How am I implementing my play pedagogy in our classroom? What does play pedagogy mean for me as a teacher? c. How does play pedagogy inform the space and spatial understanding of the composition classroom? This qualitative study examines what happens when play pedagogy is employed in the college writing classroom, using arts-based research (ABR) including narrative inquiry as its main methods. The analysis for my dissertation uses what I’ve termed spatial thematic analysis in the form of longer narrative vignettes to attempt to reconstruct the spaces of play of each of the three students in the study as well as myself as teacher/researcher struggling with play and writing. These vignettes focus on Diana—a student who moved between accepting and rejecting the invitation across a semester paired with my own struggles during the pandemic to write and my use of collage to find a sense of play again, Lito—a student who accepted the invitation throughout the semester and the freedoms that emerged in his composing processes and meta-reflections, and Jenny—a student who digs deeper into one of those freedoms—the concept of deep play—as a potential affordance in the college writing space. From these longer vignettes, I have summarized in the findings the themes that emerged from the study: the invitation to play, the freedoms of play pedagogy including: to work across mediums and modes, to make mistakes and fail, to create and imagine, and to explore the self, including the opportunity to engage in deep play in their composing work, and the importance of spatial understandings of play pedagogy. This study seeks not just to define playspace as a third space of play-learning in the college writing classroom, but also to find the essential components of these spaces to generalize the structure for teachers hoping to use their own playful pedagogies in their classrooms. Keywords: composition, playspace, spaces of play, playful teaching, play pedagogy, pedagogy of play, creative play, play learning, thirdspace, third space, college literacy, visual literacy, multimodal learning

The ability to design controlled, unconfounded experiments in order to test hypotheses via the Control of Variables Strategy (CVS) is fundamental to all scientific reasoning and inquiry, considered a cornerstone of critical thinking as a whole which enables individuals to make valid causal inferences (Kuhn, 2005a). CVS is considered so crucial to science and science education, in fact, that various scientific and governmental agencies a have begun including it in student curricula, such as the Framework for K-12 Science Education (National Research Council, 2012), Benchmarks for science literacy (American Association for the Advancement of Science, 1993), and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). However, despite its unique power and flexibility as a cognitive tool and its centrality to the entire architecture of scientific inquiry, most children do not spontaneously develop use of CVS without some form of instruction or scaffolding. According to the National Academy of Sciences (1995), students of various ages still have difficulty manipulating variables and conceptualizing controlled experiments. Thus, a significant amount of research effort has gone into the examination of the circumstances under which the learning and transfer of CVS is best supported. One such avenue has been within the realm of embodied cognition. Embodied cognition is a concept in Cognitive Science which suggests people create mental perceptual simulations of concepts in order to understand them (Barsalou, 2004; Morrison and Tversky, 1997; Martin, 2007). In the realm of CVS research, the computerization of instructional and assessment materials has met with some success. Klahr, Triona, and Williams (2007), for example, found virtual training tasks in CVS to be equally effective as training tasks with real physical equipment, a result replicated by Smetana & Bell (2012), as well as Triona & Klahr, 2003). Nonetheless, even in these studies, the virtual tasks undertaken by students appear to largely be an extension of a classroom lecture, merely replicating the experience of a physical task without taking advantage of the more unique qualities of the medium. Black (2014) found strong evidence for the potential of video games as perceptually rich grounding environments for embodied learning. Further, significant literature exists establishing the beneficial impacts of game-based learning on motivation and engagement (e.g. Rigby & Przybylski, 2009; Cordova & Lepper, 1996; Malone, 1981). This study combines these two streams of research by investigating the impact of an interactive simulation game on scientific reasoning skills, specifically effective use of CVS. It seeks to know the impact of game-based learning on scientific reasoning skills and engagement with science, as well as whether structured or unstructured access to an interactive narrative simulation game has a differential impact on immediate learning and retention after a delay following formal instruction. Students were randomized into three groups—two with unstructured and structured access to the game and a control group and given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. They then took two surveys on their science engagement and game experience, the latter of which also included submitting a record of their thoughts and reactions while playing the game. The study found significant effects of group on all measures, with the game groups outperforming the control, and the unstructured group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey. The dissertation begins with an establishment of a theoretical framework and literature review before going on to discuss the study and game design in detail. Results and implications are discussed in depth.

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Researchers have explored representations in traditional video games, yet have not significantly investigated the representations in video games used in classroom contexts. Moreover, socially marginalized group members’ perspectives are rarely centered in academic research. This dissertation examined representations of people, ideas, and stories in video games for classroom use, focusing on how 16 self-identified US Black women who were teachers, learners, or both have perceived and encountered them. Furthermore, it drew from cultural studies traditions, which encompass theories that provide the language and space for seeing the world as diverse and nuanced, such as social constructionism, intersectionality, and experience. Data were gathered through using three qualitative methods: content analysis, three individual interviews per participant, and a questionnaire. A theme was recognized when four or more participants referenced a mutual idea. The results of the first research question on in-game representations of race, social class, and gender showed that these constructs were represented through human characters, anthropomorphic characters, or avatar creation options for users. Each game’s overarching structure influenced how it approached representation, with longer games and those designed to be played multiple times having more frequent opportunities to demonstrate character building and convey complex representations. Many games also centered the socially privileged via their representations of people, avatar options, ideas, and stories. Social class was often represented through in-game purchases, possessions, hobbies, and settings. Users often needed to actively create or implement diverse representations in classrooms. The second research question, which addressed participants’ conceptualizations of ideal representations in games for classroom use, showed that overall, participants wanted to see games featuring character, narrative, and ideological diversity across many socially constructed categories, including race, gender, social class, ability, sexual orientation, religion, and age, although they did not all agree on how to approach such representations. They wanted games to be relatable to all audiences while also being sensitive to those who were affected by not being represented. Content-wise, they wanted to see representations that engaged multiple senses and included fantasy elements and opportunities for users to express their creativity. Most participants reported that they would not want games to represent violence, and several participants did not want them to include stereotypes, social -isms, or racial jokes. The third research question’s results showed that the relationship between participants’ perspectives on ideal representations, their experiences, and their individual-centered characteristics—which comprised role descriptors, social constructs, and personality traits—was highly contextual. Participants who self-identified using the same terms, or underwent similar experiences, did not consequently share the same views. Rather, participants’ thoughts on representation were specific to the intersections of their individual-centered characteristics and experiences. In conclusion, this study underscores that it is important to privilege complexity and diversity when examining texts and audiences. It demonstrates how academic research can center members of socially and culturally marginalized groups while preventing myths of group sameness from obscuring individuals’ perspectives. Representations in games for classroom use would benefit from teachers, media practitioners, and researchers acknowledging the diversity of classroom audiences while addressing traditional learning objectives. / Media & Communication

This three-article dissertation explores the nuances of play within adventure playgrounds, guided by two pivotal questions: how does play manifest in settings with user-negotiated boundaries, and how do the creators of these playgrounds perceive play? Utilizing a mixed-methods approach across three articles, this study explores the interaction between the physical and conceptual boundaries of play spaces, the perceptions of playworkers, and the play behaviors and experiences of the generations of players. The research methodology combines sociolinguistic analysis, participatory observation, multimodal making, and interviews. The first article examines the linguistic landscape of adventure playgrounds to understand how language influences the play environment. The second investigates the players’ perspectives on play within these unique settings. The third article focuses on playworkers, analyzing their perceptions and practices in facilitating play. Findings reveal a complex ecosystem where space, perception, and play are intricately linked, highlighting the role of user and creator in shaping the boundaries and possibilities of play.

No / This paper analyses different definitions of mobile learning which have been proposed by various researchers. The most distinctive features of mobile learning are extracted to propose a new definition for Mobile Educational Mixed Reality Games (MEMRG). A questionnaire and a quantifying scale are designed to assist the game developers in designing MEMRG. A new psycho-pedagogical approach to teaching is proposed for MEMRG. This methodology is based on the theme of "conversation" between different actors of the learning community with the objective of building the architectural framework for MEMRG.

This investigation opened with justification of the association of simulation and rhetoric found in the works of Bitzer, Bryant, Burke, and Nichols. It then focused on some advantages that association provides in the classroom: provides learning experiences for diverse groups, applies to problem solving, gives variety to lecture approach, develops social behavior, and increases awareness of alternatives. A list of simulation procedures was provided for specific rhetorical principles: cooperation/competition; decision making; reasoning; recall; perspective; negotiation; and goal setting. Existing, modified, and original games were included. Simulation with a college Interpersonal Communication class provided two case studies. Procedures, results, and evaluative feedback described degrees of effectiveness, and future application and research were also provided.

[pt] Este trabalho registra e analisa criticamente uma experiência de inserção dos jogos de RPG (Role Playing Game) como parte integrante do currículo de uma escola particular da zona sul do Rio de Janeiro, com o objetivo de se trabalhar a expressividade e a criatividade dos alunos por meio do uso de múltiplas linguagens e também como meio de se promover o desenvolvimento de variadas competências dentro de sala de aula. Ao todo, 69 crianças e jovens dos 9 aos 17 anos, alunos da 5ª série do Ensino Fundamental ao 2º ano do Ensino Médio, participaram das oficinas focalizadas nesta pesquisa. A metodologia utilizada no trabalho de campo incluiu tanto a observação, apoiada em cadernos de campo e fotografias, quanto a análise dos artefatos produzidos pelos alunos durante (e para) as sessões de jogo, sob a forma de descrições dos personagens, histórias, textos diversos, desenhos, mapas, maquetes etc, além da participação na montagem de mostras dos trabalhos, visitadas por pais, professores, familiares e demais membros da comunidade escolar. Ao lado do teatro, da música, da dança, do vídeo, dos desenhos animados e de outras linguagens e meios de expressão artística e cultural, a prática de jogos como o RPG, que reúnem ludicidade e criatividade, pode servir como forma de se aproximar o ambiente da escola do mundo complexo, múltiplo e multi-midiático no qual as crianças e os jovens das grandes cidades se encontram imersos em seu dia- a-dia. / [en] This work documents an experiment in which Role Playing Games were part of the curriculum in a private school in Rio de Janeiro. The game was used as a tool to promote expression and creativity among the students and also the development of several competencies inside the classroom. Sixty-nine children and adolescents (ages 9 to 17, from the 5th to the 10th grade) took part in the workshops studied here. The filedwork methodology included observation, supported by field notes and photos, along with the analysis of artifacts produced by the students during (and for) the game sessions, such as character profiles, stories, assorted texts, drawings, maps, schetches, mock ups and others, and also their engajement in the preparation of a show, visited by parents, teachers, family membres and other members of the school community. As with theater, music, dace, video-production, animation and other forms of artistic and cultural expression, games like RPGs, that unite creativity and fun, might serve as a way to straighten the ties between the school and the complex, multiple and multimidiatic world where children and adolescents in major cities are imersed in day-to-day basis.

Made available in DSpace on 2014-12-17T15:42:04Z (GMT). No. of bitstreams: 1 JanduirES_DISSERT.pdf: 2266375 bytes, checksum: c9d10fe73c5e9796337be1a7e3030bc4 (MD5) Previous issue date: 2013-02-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Educational games can work as a complementary tool in teaching and learning chemistry, playing an important role in the development of the students cognitive structures, familiarizing them with certain conceptual content, which may arouse interest in the study of such content. In this work, we made an analysis of organic chemistry textbooks recommended by Programa Nacional do Livro Did?tico 2012, for high school students in order to verify the existence of methodological proposals using educational games. From this analysis, we proposed an educational game to be developed for students on 3? year of high medium and undergraduate chemistry, that are in 1? semester of the course, which is constituted of a tray and 48 letters, which work various concepts concerning organic functions, such as: structural characteristics, physical properties, chemical and properties diverse of the compounds used for the confection of the letters. The game was applied to a class degree in chemistry, period 2012.1 to a Federal Education of Rio Grande do Norte and a group of students of the 3rd year of the state schools of Rio Grande do Norte, in the period the months of April and May 2012. The analysis of the performance of the game proposed was made using visual observations, photographic records and testimonials of students who participated in the games. The instrument used for the data collection was the student questionnaire, which was similar for both groups, differing only in the amount of questions, because one of them had one more question. During application of the game it was observed that it constitutes a dynamic strategy in the teaching and learning of chemistry concepts, given that students actively participated in the classes as well, demonstrated more motivation in the construction of concepts, furthermore, it was possible to observe evidence of other possibilities of the game. This could be verified through visual observations and testimonials at the end of each game, by reading the answers to the questionnaires / Os jogos educativos podem funcionar uma ferramenta complementar no processo de ensino e aprendizagem da qu?mica, desempenhando importante papel no desenvolvimento das estruturas cognitivas dos alunos, familiarizando-os com determinados conte?dos conceituais, podendo despertar interesse pelo estudo de tais conte?dos. Neste trabalho, realizou-se uma an?lise nos livros did?ticos de qu?mica org?nica recomendados pelo Programa Nacional do Livro Did?tico 2012, para alunos do ensino m?dio, a fim de verificar a exist?ncia de propostas metodol?gicas utilizando jogos educativos. A partir desta an?lise, foi proposto um jogo educativo para ser desenvolvido a alunos de 3? ano do ensino m?dio e de gradua??o em qu?mica, que estejam no 1? semestre do curso, o qual ? constitu?do de um tabuleiro e 48 cartas, onde s?o trabalhados diversos conceitos relacionados ?s fun??es org?nicas, tais como: caracter?sticas estruturais, propriedades f?sicas, qu?micas e propriedades diversas dos compostos utilizados para a confec??o das cartas. O jogo foi aplicado em uma turma de licenciatura em qu?mica, per?odo de 2012.1 de uma Institui??o Federal de Educa??o do Rio Grande do Norte e em uma turma de alunos do 3? ano da rede estadual de ensino do Rio Grande do Norte, no per?odo compreendido entre os meses de abril e maio de 2012. A analise do desempenho da atividade l?dica proposta foi feita a partir de observa??es visuais, registros fotogr?ficos e depoimentos dos alunos que participaram das partidas. O instrumento utilizado para a coleta dos depoimentos dos alunos foi o question?rio, o qual era semelhante para ambas as turmas, diferindo apenas na quantidade de quest?es, pois em um deles havia uma pergunta a mais. Durante a aplica??o do jogo foi poss?vel observar que o mesmo se constitui de uma estrat?gia din?mica no processo de ensino e aprendizagem de conceitos da qu?mica org?nica, haja vista que os alunos participaram ativamente das aulas, bem como, demonstraram mais motivados na constru??o dos conceitos, al?m disso, foi poss?vel observar evid?ncias de outras potencialidades do jogo. Isso p?de ser constatado atrav?s das observa??es visuais e dos depoimentos dos mesmos ao final de cada partida, atrav?s da leitura das respostas dos question?rios