From Content to Context: Videogames as Designed Experience
From Content to Context: Videogames as Designed Experience
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从内容到背景：视频游戏作为设计体验
DOI：
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发表时间：
2006
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通讯作者：
K. Squire
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文献类型：
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作者：
K. Squire
交互式沉浸式娱乐或视频游戏已经成为主要的娱乐和教育媒体。随着研究和开发活动的激增，教育研究人员可能会受益于开发更多的基础理论。这篇文章主张将游戏作为一种设计的体验。玩家的理解是通过游戏世界中的表现循环来发展的，游戏世界实例化了世界的特定理论（意识形态世界）。玩家通过游戏和游戏社区开发新的身份，这些身份在游戏社区中被制定。因此，研究基于游戏的学习需要考虑游戏世界和更广泛的社会背景下的两种互动。从文明III和增压开发课程的例子！展示了游戏如何传达强大的思想，并为学习者开辟新的身份轨迹。
Interactive immersive entertainment, or videogame playing, has emerged as a major entertainment and educational medium. As research and development initiatives proliferate, educational researchers might benefit by developing more grounded theories about them. This article argues for framing game play as a designed experience. Players’ understandings are developed through cycles of performance within the gameworlds, which instantiate particular theories of the world (ideological worlds). Players develop new identities both through game play and through the gaming communities in which these identities are enacted. Thus research that examines game-based learning needs to account for both kinds of interactions within the game-world and in broader social contexts. Examples from curriculum developed for Civilization III and Supercharged! show how games can communicate powerful ideas and open new identity trajectories for learners.