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Game- Based Representations as Cues for Collaboration and Learning

Game- Based Representations as Cues for Collaboration and Learning

Matthew J. Sharritt, Daniel D. Suthers
Copyright: © 2011 |Pages: 26
ISBN13: 9781609605650|ISBN10: 1609605659|EISBN13: 9781609605667
DOI: 10.4018/978-1-60960-565-0.ch010
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MLA

Sharritt, Matthew J., and Daniel D. Suthers. "Game- Based Representations as Cues for Collaboration and Learning." Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications, edited by Richard E. Ferdig, IGI Global, 2011, pp. 163-188. https://doi.org/10.4018/978-1-60960-565-0.ch010

APA

Sharritt, M. J. & Suthers, D. D. (2011). Game- Based Representations as Cues for Collaboration and Learning. In R. Ferdig (Ed.), Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications (pp. 163-188). IGI Global. https://doi.org/10.4018/978-1-60960-565-0.ch010

Chicago

Sharritt, Matthew J., and Daniel D. Suthers. "Game- Based Representations as Cues for Collaboration and Learning." In Discoveries in Gaming and Computer-Mediated Simulations: New Interdisciplinary Applications, edited by Richard E. Ferdig, 163-188. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-565-0.ch010

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Abstract

Literature suggests that games can support learning in schools by enabling creative problem solving, allowing dynamic resource allocation, providing a motivating, immersive activity, and supporting explorations of identity. A descriptive, inductive study was carried out to identify how high school students make use of the video game interface and its representations. Results demonstrate that specific cues direct attention, helping to focus efforts on new or underutilized game tasks. In addition, consistent and well-organized visualizations encourage learning and collaboration among students by providing shared referential resources and scaffolding coordinated sequences of problem solving acts during gameplay. Conversely, when affordances are inconsistently represented, students’ focus can shift from problem solving at the goal level (game strategy, etc.) to problem solving at the game interface level (which is frustrating their goals). In general, the design of game representations and behaviors can help guide or hinder student learning.

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