The role of interest-driven participatory game design: considering design literacy within a technology classroom
The role of interest-driven participatory game design: considering design literacy within a technology classroom
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兴趣驱动的参与式游戏设计的作用：考虑技术课堂中的设计素养
DOI：
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发表时间：
2018
影响因子：
2.1
通讯作者：
Beaumie Kim
中科院分区：
文献类型：
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作者：
Farzan Baradaran Rahimi;Beaumie Kim
青少年从兴趣驱动的实践中发展技能和想法，从而形成一种可能不同于传统识字观念的识字类型。本文采用定性方法，通过兴趣驱动的参与性设计来识别青少年的活动。我们与加拿大西部一所学校的 9 年级学生进行了互动，他们正在职业和技术研究课堂上设计游戏。我们通过每周观察、小组演示、对自己设计的书面个人反思、口头和书面小组同行反馈以及对小组成员的最终访谈来收集数据。根据文献综述和我们的观察，我们得出了一个框架，重点关注青少年根据自己的兴趣参与探索、开发和创造设计。我们提倡在技术课堂中采用兴趣驱动的参与式游戏设计，让学习者更多地参与学习和发展必要的技能，以在他们的生活中茁壮成长。
Adolescents develop skills and ideas from their interest-driven practices, which shape a type of literacy that may differ from the traditional ideas of literacy. This paper takes a qualitative approach to identify adolescents’ activities through interest-driven participatory design. We interacted with grade 9 students at a Western Canadian school who were designing games in a Career and Technology Studies classroom. We collected data through weekly observations, group presentations, written individual reflections on their own designs, oral and written group peer feedback, and final interviews with group members. Based on literature review and our observations, we drew on a framework focusing on adolescents’ participation in exploring, developing, and creating designs based on their own interest. We advocate for adopting interest-driven participatory game design in technology classroom, to engage learners more in learning and developing necessary skills to thrive in their lives.