Pelletier, Caroline; Oliver, Martin; (2006) Activity theory and learning from digital games: implications for game design. In: Buckingham, David and Willett, Rebekah, (eds.) Digital Generations: children, young people, and new media. (pp. 67-92). Routledge: Taylor & Francis Group: Abingdon, UK.

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Abstract

In the last few years, there has been growing interest in the use of digital games for educational purposes. Researchers have explored a range of concerns such as the practical issues raised by using games as classroom resources (Egenfeldt-Nielsen, 2004); the possibility of using game-like interfaces and designs to make educational software more motivating and effective (Dawes and Dumbleton, 2001; Prensky, 2001; Gander, 2000); the social practices that develop around computer game play outside school (Williamson and Facer, 2003); and the kinds of multimodal literacies which games develop (Burn and Parker, 2003; Beavis, 1998). Two areas of research focus in particular on the relationship between the design of the game and the experience of the player during the game playing process, examining how and what players learn through play and how games function as pedagogic texts or designs. In so doing, they raise questions regarding the balance between the text and the player in learning through game play.

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