The multivoicedness of game play: Exploring the unfolding of a student's learning trajectory in a gaming context at school

International Journal of Computer-Supported Collaborative Learning

Volumn 7, Issue 1, 2012, Pages 63-84

  Silseth, Kenneth ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Classroom interaction; Computer games; Dialogic; Game based learning; Learning resources; Learning trajectory; Student teacher interaction; Voice

Indexed keywords

EID: 84858000678     PISSN: 15561607     EISSN: 15561615     Source Type: Journal    
DOI: 10.1007/s11412-011-9132-x     Document Type: Article

References (57)

1. Arnseth, H. C. (2006). Learning to play or playing to learn: A critical account of the models of communication informing educational research on computer gameplay. Game Studies: The International Journal of Computer Game Research, 6(1).
2. Arnseth, H. C., & Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogic research in CSCL. International Journal of Computer-Supported Collaborative Learning, 1(2), 167-185.
3. Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: The Belknap Press of Harvard University Press.
4. Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27.
5. de Freitas, S. (2006). Learning in immersive worlds. Bristol: Joint Information Systems Committee.
6. de Freitas, S., & Oliver, M. (2006). How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers & Education, 46(3), 249-264.
7. Dreier, O. (1999). Personal trajectories of participation across contexts of social practice. Outlines: Critical Social Studies, 1(1), 5-32.
8. Dreier, O. (2003). Learning in personal trajectories of participation. In N. Stephenson, H. L. Radtke, R. Jorna, & H. J. Stam (Eds.), Theoretical psychology: Critical contributions (pp. 20-29). Concord: Captus Press.
9. Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Nordic Journal of Digital Literacy, 1(3), 184-213.
10. Egenfeldt-Nielsen, S., Smith, J. H., & Tosca, S. P. (2008). Understanding video games: The essential introduction. New York: Routledge.
11. Engeström, R. (1995). Voice as communicative action. Mind, Culture, and Activity, 2(3), 192-215.
12. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
13. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.
14. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606-633.
15. Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interpretive phenomenon (pp. 1-42). Cambridge: Cambridge University Press.
16. Gredler, M. E. (1996). Games and simulations and their relationships to learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 571-581). New York: Macmillan Library Reference USA.
17. Gros, B. (2007). Digital games in education: The design of games-based learning environments. Journal of Research on Technology in Education, 40(1), 23-38.
18. Hanghøj, T. (2011). Clashing and emerging genres: The interplay of knowledge forms in educational gaming. Designs for Learning, 4(1), 22-33.
19. Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy research. New York: Teachers College Press.
20. Hellermann, J. (2008). Social actions for classroom language learning. Clevedon: Multilingual Matters.
21. Ke, F. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3(4), 429-445.
22. Koschmann, T. (1996). CSCL: Theory and practice of an emerging paradigm. Mahwah: Lawrence Erlbaum Associates.
23. Koschmann, T. (1999). Toward a dialogic theory of learning: Bakhtin's contribution to understanding learning in settings of collaboration. In C. M. Hoadley & J. Roschelle (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference (pp. 308-313). Mahwah, NJ: Lawrence Erlbaum Associates.
24. Koschmann, T. (2001). Revisiting the paradigms of instructional technology. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meetings at the crossroads. Proceedings of the 18th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 15-22). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.
25. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
26. Leander, K., Phillips, N., & Taylor, K. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329.
27. Lemke, J. (2000). Across the scales of time: Artifacts, activity, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290.
28. Ligorio, M. B., & Ritella, G. (2010). The collaborative construction of chronotopes during computer-supported collaborative professional tasks. International Journal of Computer-Supported Collaborative Learning, 5(4), 433-452.
29. Linell, P. (1998). Approaching dialogue: Talk, interaction and contexts in dialogical perspective. Amsterdam: John Benjamins.
30. Linell, P. (2009). Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Charlotte: Information Age Publishing.
31. Ludvigsen, S., Rasmussen, I., Krange, I., Moen, A., & Middleton, D. (2011). Intersecting trajectories of participation: Temporality and learning. In S. R. Ludvigsen, R. Säljö, I. Rasmussen, & A. Lund (Eds.), Learning across sites: New tools, infrastructures and practices (pp. 105-121). Abingdon: Routledge.
32. Marková, I., & Linell, P. (1996). Coding elementary contributions to dialogue: Individual acts versus dialogical interactions. Journal for the Theory of Social Behaviour, 26(4), 353-373.
33. Martin, C., & Sahlström, F. (2010). Learning as longitudinal interactional change: From Other-repair to Self-repair in physiotherapy treatment. Discourse Processes, 47(8), 668-697.
34. Mitchell, A., & Savill-Smith, C. (2004). The use of computer and video games for learning: A review of the literature. London: Ultralab: Learning and Skills Development Agency.
35. Mondada, L., & Doehler, S. P. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal, 88(4), 501-518.
36. Nash, P., & Shaffer, D. W. (2010). Mentor modeling: The internalization of modeled professional thinking in an epistemic game. Journal of Computer Assisted Learning.
37. O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318.
38. Peräkylä, A. (2004). Reliability and validity in research based on natural occuring social interaction. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 283-304). London: Sage.
39. Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
40. Raphael, C., Bachen, C., Lynn, K., Baldwin-Philippi, J., & McKee, K. (2010). Games for civic learning: A conceptual framework and agenda for research and design. Games and Culture, 5(2), 199-235.
41. Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.
42. Roth, W. (2001). Situating cognition. Journal of the Learning Sciences, 10(1), 27-61.
43. Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53-64.
44. Sandford, R., Ulicsak, M., Facer, K., & Rudd, T. (2006). Teaching with games: Using commercial off-the-shelf computer games in formal education. Bristol: Futurelab.
45. Schott, G. (2006). Agency in and around play. In D. Carr, D. Buckingham, A. Burn, & G. Schott (Eds.), Computer games: Text, narrative and play (pp. 133-148). Cambridge: Polity Press.
46. Shaffer, D. W. (2006). How computer games help children learn. New York: Palgrave Macmillan.
47. Silseth, K., & Arnseth, H. C. (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology, 17(1), 65-80.
48. Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 1(1).
49. Squire, K. (2005). Changing the game: What happens when video games enter the classroom? Innovate, 1(6).
50. Squire, K., & Barab, S. (2004). Replaying history: Engaging urban underserved students in learning world history through computer simulation games. Proceedings of the 6th International Conference on Learning Sciences.
51. Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge: MIT Press.
52. Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315-337.
53. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
54. Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143-157.
55. Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning. New York: Springer.
56. Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.
57. Wertsch, J. (1998). Mind as action. New York: Oxford University Press.