TY - JOUR
T1 - Flow and the pedagogical affordances of computer games
T2 - a case study
AU - Theodoulou, Photini
AU - Avraamidou, Lucy
AU - Vrasidas, Charalambos
PY - 2015/10/2
Y1 - 2015/10/2
N2 - Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.
AB - Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.
KW - affordance
KW - computer games
KW - flow
KW - learning design
UR - http://www.scopus.com/inward/record.url?scp=84959367442&partnerID=8YFLogxK
U2 - 10.1080/09523987.2015.1101223
DO - 10.1080/09523987.2015.1101223
M3 - Article
AN - SCOPUS:84959367442
SN - 0952-3987
VL - 52
SP - 328
EP - 339
JO - Educational Media International
JF - Educational Media International
IS - 4
ER -