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Emergent/See: Viewing Adolescents’ Video Game Creation through an Emergent Framework

Emergent/See: Viewing Adolescents’ Video Game Creation through an Emergent Framework

Kathy Sanford, Liz Merkel
Copyright: © 2012 |Pages: 16
ISBN13: 9781613504567|ISBN10: 161350456X|EISBN13: 9781613504574
DOI: 10.4018/978-1-61350-456-7.ch409
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MLA

Sanford, Kathy, and Liz Merkel. "Emergent/See: Viewing Adolescents’ Video Game Creation through an Emergent Framework." Computer Engineering: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2012, pp. 924-939. https://doi.org/10.4018/978-1-61350-456-7.ch409

APA

Sanford, K. & Merkel, L. (2012). Emergent/See: Viewing Adolescents’ Video Game Creation through an Emergent Framework. In I. Management Association (Ed.), Computer Engineering: Concepts, Methodologies, Tools and Applications (pp. 924-939). IGI Global. https://doi.org/10.4018/978-1-61350-456-7.ch409

Chicago

Sanford, Kathy, and Liz Merkel. "Emergent/See: Viewing Adolescents’ Video Game Creation through an Emergent Framework." In Computer Engineering: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 924-939. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-456-7.ch409

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Abstract

In the fall of 2006 the authors’ ethnographic research study began in a response to increasing social concern regarding adolescent (dis)engagement in school literacy practices. The authors began data collection in a grade 9/10 Information Technology (IT) class wherein students were in the process of creating their own videogames as a way to learn programming. Through observations and interviews with students, teachers and parents, they have begun to consider how knowledge developed through creating video games informs the way young people see and engage in the world. They introduce emergence theory to illuminate how their understandings and skills can be used to provide more meaningful learning experiences in formal learning/school experiences. This chapter will demonstrate how these students were engaged in a powerful, emergent learning experience, and one that is very different to the traditional Eurocentric schooling approach, one often not recognized or understood as credible learning.

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