TY - JOUR
T1 - Mobile games for negotiated-play and decision-making in health literacy
AU - Themistokleous, Sotiris
AU - Avraamidou, Lucy
AU - Vrasidas, Charalambos
N1 - Funding Information:
The game used for this study, PlayForward was developed at the play2PREVENT Lab at the Yale Center for Health & Learning Games, Yale University School of Medicine, and is funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. We would like to thank Lynn E. Fiellin, M.D., Associate Professor of Medicine and the Yale Child Study Center, Director, play2PREVENT Lab at the Yale Center for Health & Learning Games, Yale University School of Medicine and Kimberly Hieftje, Ph.D., Research Scientist, Deputy Director, play2PREVENT Lab at the Yale Center for Health & Learning Games, Yale University School of Medicine. The study was conducted in the framework of the collaboration between the Yale School of Public Health and CARDET (www.cardet.org).
Publisher Copyright:
© 2020 by the authors.
PY - 2020
Y1 - 2020
N2 - The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.
AB - The purpose of this qualitative case study study is to examine the ways in which mobile videogames can be used in non-formal educational environments, to support students to develop decision-making skills through negotiated play. In the context of this study, the health literacy mobile videogame, PlayForward: Elm City Stories developed at Yale University was implemented in an afterschool setting in southern Europe. In this study we explored how secondary school students negotiate meaning, make decisions, and interpret the consequences in a non-formal education context, through an interpretive symbolic-interactive framework. The data included individual interviews with students, field-notes, and video-based student-groups' interactions. These were analyzed with the use of open coding techniques. The analysis of the data resulted in the following three assertions: (a) The technical affordances of the game such as sound, usability, rating system, and visuals, are vital features that defined the quality of play and learning experience; (b) The narrative of the game guided the learning game-play experience of the students; and, (c) Students perceived that their engagement in the game facilitated their collaboration and decision-making. These are discussed alongside recommendations for game design for supporting negotiated play and decision-making.
KW - Decision-making
KW - Healthy literacy
KW - Mobile games
KW - Negotiated-play
UR - http://www.scopus.com/inward/record.url?scp=85089238977&partnerID=8YFLogxK
U2 - 10.29333/EJMSTE/8352
DO - 10.29333/EJMSTE/8352
M3 - Article
AN - SCOPUS:85089238977
SN - 1305-8215
VL - 16
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 9
M1 - em1873
ER -