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Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum

Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum

Sasha A. Barab (Indiana University, USA), Melissa Gresalfi (Indiana University, USA), Tyler Dodge (Indiana University, USA), and Adam Ingram-Goble (Indiana University, USA)
Copyright: © 2010 |Volume: 2 |Issue: 1 |Article: 2 |Pages: 14
ISSN: 1942-3888|EISSN: 1942-3896|ISSN: 1948-5026|EISBN13: 9781616929442|EISSN: 1942-3896|DOI: 10.4018/jgcms.2010010102
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MLA

Barab, Sasha A., et al. "Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum." IJGCMS vol.2, no.1 2010: pp.17-30. http://doi.org/10.4018/jgcms.2010010102

APA

Barab, S. A., Gresalfi, M., Dodge, T., & Ingram-Goble, A. (2010). Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2(1), 17-30. http://doi.org/10.4018/jgcms.2010010102

Chicago

Barab, Sasha A., et al. "Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 2, no.1: 17-30. http://doi.org/10.4018/jgcms.2010010102

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Abstract

Education is about revealing possibility and exciting passions, empowering learners with the disciplinary expertise to meaningfully act on problematic contexts in which applying disciplinary knowledge is important. Toward this end, we have been using gaming methodologies and technologies to design curricular dramas that position students as active change agents who use knowledge to inquire into particular circumstances and, through their actions, transform the problematic situation into a known. Unlike more traditional textbooks designed to transmit facts or micro-stories, our focus is on building interactive experiences in which understanding core concepts, such as erosion or the idea of metaphor, and seeing oneself as a person who uses these to address personally meaningful and socially significant problems is valued. It is the explicit goal of this manuscript to communicate this power of educational videogames, as well as the design steps that we have been using to make this happen.

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