Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education

Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education

The general aim of this presentation is to explore how video games, supported by conversations and theatrical performances in the classroom, contribute to the development of narrative thought as present in written compositions. Given that one of the primary ecological influences on children is the m...

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Hoofdauteurs: Martínez Borda, Rut, Lacasa, Pilar
Formaat: Online
Taal:eng
Gepubliceerd in: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2008
Online toegang:https://redie.uabc.mx/index.php/redie/article/view/178
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spelling redie-article-1782017-04-19T01:06:17Z Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education Narrativas de los videojuegos: un recorrido por la cultura popular infantil y la educación formal Martínez Borda, Rut Lacasa, Pilar Video games narratives theatre new literacies. Videojuegos narrativas teatro nuevas alfabetizaciones. The general aim of this presentation is to explore how video games, supported by conversations and theatrical performances in the classroom, contribute to the development of narrative thought as present in written compositions. Given that one of the primary ecological influences on children is the mass media, we need to consider how media messages create an environment that can teach people about society’s rules, attitudes, values and norms (Bakhtin, 1981; Gee, 2003, 2004; Jenkins, 2004). From a methodological point of view we assumed an ethnographical and action research perspective. An inductive approach to the data was taken, in order to define analytical categories that consider participants’ activities in specific contexts. Main results show that children’s reconstruction of computer games stories is dependent on specific contexts. El objetivo de este estudio fue explorar la utilidad de los videojuegos como herramientas culturales y educativas, utilizadas con el apoyo de conversaciones en el aula y representaciones teatrales en clase. El interés detrás de este trabajo fue conocer la influencia de los videojuegos en el entorno de los niños, para la formación de actitudes, valores, normas y el desarrollo de su discurso narrativo. El tratamiento metodológico de este estudio incluyó la etnografía y la investigación acción, con observación dentro del aula, mediante la realización de un taller en el que participaron niños de 8 y 9 años de edad, de una escuela primaria española. Para el análisis de los datos la aproximación fue inductiva, de forma que se definieron un conjunto de categorías analíticas que consideran las actividades de los participantes en contextos determinados. Los principales resultados muestran que la reconstrucción discursiva que los niños hacen de las historias de los videojuegos, depende de contextos específicos. Además, los videojuegos son una herramienta útil para provocar procesos de reflexión y conversación en los niños. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2008-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/178 Revista Electrónica de Investigación Educativa; Vol. 10 No. 1 (2008) Revista Electrónica de Investigación Educativa; Vol. 10 Núm. 1 (2008) 1607-4041 eng https://redie.uabc.mx/index.php/redie/article/view/178/849 https://redie.uabc.mx/index.php/redie/article/view/178/310 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language eng
format Online
author Martínez Borda, Rut
Lacasa, Pilar
spellingShingle Martínez Borda, Rut
Lacasa, Pilar
Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
author_facet Martínez Borda, Rut
Lacasa, Pilar
author_sort Martínez Borda, Rut
title Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
title_short Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
title_full Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
title_fullStr Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
title_full_unstemmed Video Game Narratives: A “Walk-Through” of Children’s Popular Culture And Formal Education
title_sort video game narratives: a “walk-through” of children’s popular culture and formal education
description The general aim of this presentation is to explore how video games, supported by conversations and theatrical performances in the classroom, contribute to the development of narrative thought as present in written compositions. Given that one of the primary ecological influences on children is the mass media, we need to consider how media messages create an environment that can teach people about society’s rules, attitudes, values and norms (Bakhtin, 1981; Gee, 2003, 2004; Jenkins, 2004). From a methodological point of view we assumed an ethnographical and action research perspective. An inductive approach to the data was taken, in order to define analytical categories that consider participants’ activities in specific contexts. Main results show that children’s reconstruction of computer games stories is dependent on specific contexts.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2008
url https://redie.uabc.mx/index.php/redie/article/view/178
_version_ 1715723515080998912

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