Alternate reality games as learning environments for student induction
Alternate reality games as learning environments for student induction
复制标题
替代现实游戏作为学生入门的学习环境
DOI：
10.1080/10494820.2011.641683
复制
发表时间：
2014
影响因子：
5.4
通讯作者：
Peter Whitton
中科院分区：
文献类型：
--
作者：
N. Whitton;R. Jones;Scott Wilson;Peter Whitton
交替现实游戏（ARG）是一种相对较新的协作游戏形式，它利用虚拟和真实的世界，让玩家在引人入胜的叙事中参与一系列挑战。定向、社会化和诱导的替代现实游戏（ARGOSI）项目旨在使用这种游戏形式提供一种替代方式来支持曼彻斯特城市大学的学生诱导过程。ViolaQuest游戏为新大学生提供了一种机制，使他们能够与他人见面，在一个新的城市中导航，并在有目的的背景下开展信息素养诱导活动。该项目从2008年4月持续到2009年3月，虽然游戏本身在学生参与和影响方面取得了有限的成功，但在适当设计和实施替代现实游戏以支持学习方面吸取了许多经验教训。本文介绍了评估，结果，经验教训，并提出了一些问题，在高等教育中的ARGs的适用性。
Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative way to support the student induction process at Manchester Metropolitan University. The ViolaQuest game provided a mechanism for new university students to meet with others, navigate a new city and undertake information literacy induction activities within a purposeful context. The project ran from April 2008 to March 2009, and while the game itself had limited success in terms of student participation and impact, there were many lessons learned in terms of appropriate design and implementation of alternative reality games to support learning. This article describes the evaluation, results, lessons learned and raises a number of questions as to the suitability of ARGs in higher education.