Critical game creation as intergenerational social participation

Article de quotidien


État de publication: Publiée (2015 ,16 Septembre )

Nom du quotidien: First Person Scholar


Résumé: I entered academia looking to develop more inclusive, creative and participative educational approaches. Integrating digital games appeared to be an exciting educational strategy to improve education from a learner-centered perspective. In our early years, play is one of the more important learning activities. When children are engaged in free play activities, they regulate their game engagement by interacting with other persons or objects. In free play activities, children self-regulate their flow, a state of engaging experience that is engrossing and intrinsically rewarding according to Csikszentmihalyi (1990). But sooner or later, children are invited to sit, be quiet and be obedient to the teaching authority in closed, limited spaces called classrooms. Traditional classrooms do not lend to social participation with other social groups from different ages and backgrounds outside of its walls. Intergenerational and social participation as an inclusive learning activity is not promoted in traditional schools; even inside learning establishments, multiage or mixed-grade activities are still very rare (Cornish, 2013). Instead, children are challenged to maintain their passive-listening attention and wait for the pavlovian-bell to ring to enjoy some minutes of free time, which are generally used playing with their peers.

Théorie de l'activité: