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dc.contributor.author Solomou, Maria
dc.contributor.author Volk, Charlene
dc.contributor.author Peppler, Kylie A.
dc.contributor.author Pettyjohn, Patrick
dc.contributor.author Ingram-Goble, Adam
dc.contributor.author Dodge, Tyler
dc.contributor.author Barab, Sasha A.
dc.date.accessioned 2012-01-23T02:37:17Z
dc.date.available 2012-01-23T02:37:17Z
dc.date.issued 2010-07-28
dc.identifier.citation Barab, S., Dodge, T., Ingram-Goble, A., Pettyjohn, P., Peppler, K., Volk, C., Solomou, M. (2010). Pedagogical Dramas and Transformational Play: Narratively- Rich Games for Education. Mind, Culture, and Activity, 17(3), pp. 1-30. en
dc.identifier.uri http://www.tandfonline.com/doi/abs/10.1080/10749030903437228 en
dc.identifier.uri http://hdl.handle.net/2022/14129
dc.description.abstract Although every era is met with the introduction of powerful technologies for entertainment and learning, videogames represent a new contribution binding the two and bearing the potential to create sustained engagement in a curricular drama where the player’s knowledgeable actions shape an unfolding fiction within a designed world. While traditionally, stories involve an author, a performer, and an audience, much of the power of videogames as media for advancing narrative springs from their affordance for the player to occupy more than one role—and sometimes all three—simultaneously. In the narratively-rich videogames that we design, players have the opportunity to perform actions, experience consequences, and reflect on the underlying social values that these situations were designed to engage, affording a type of narrative transactivity. Elsewhere we have discussed designing these media as contexts for engaging academic content; here we illuminate the power of videogames to engage children in ideological struggles as they are experienced in game-based adaptations of classic literature. Toward this end, we present our theoretical argument for the power of games as a contemporary story medium, grounding this discussion in the context of two game design projects and their implementations. Implications are discussed in terms of the potential of immersive, interactive media— videogame technology, in short—for achieving wide-ranging educational ends. en
dc.language.iso en_US en
dc.publisher Taylor and Francis en
dc.title Pedagogical Dramas and Transformational Play: Narratively-Rich Games for Learning en
dc.type Article en


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