Browsing by Subject "lukutaitokäytänteet"

The objective of this study was to design a learning environment based on gaming literacy and experiment with it in the school context. The examination of the learning environment focused on the designed pedagogical practices and emerging interactions that mediated the theoretical perspectives of gaming literacy. The main hypothesis of the study was that processing digital games as literacy requires a designed learning environment, where participants can observe, demonstrate, apply, and cultivate gaming capital from different gaming literacy perspectives. Previous studies have shown that applying the affordances of digital games in literacy education contains lots of pedagogical possibilities. However, there is a lack of knowledge when it comes to pedagogical instructions, such as the design, implementation, and evaluation of gaming literacy-related pedagogy. This study aimed to fill that hole by producing theoretical and practical knowledge about educational applications of gaming literacy. The design study was implemented in an online environment Microsoft Teams, where 6 students participated in 4 video meetings. The research material was gathered by recording video meetings and artifacts that were produced during them. Research material contained approximately 15 hours of video material and 5 padlet-walls, that were categorized based on the theoretical model of gaming literacy. After the categorization, the research material was analyzed by qualitative methods that included a comparative description of the relationships between identified categories, and interactional analysis of paradigmatic cases from one of the three located operational models of gaming literacy pedagogy. The results indicated that different theoretical perspectives of gaming literacy emerged through the interactions of the learning environment. Participatory and actional structures seemed to assist the emergence of these mediative processes. Epistemic practices appeared to direct the knowledge-pro-cessing towards the perspectives, that were framed to the practices during the theoretical design. It was possible to recognize three operational models from the epistemic practices, that shared the same pedagogical approaches, from which only one, named framing the game experience, was analyzed thoroughly in this study. The analysis indicated that planning and narrating a game experience produces a possibility to observe, demonstrate, and apply gaming capital from different theoretical perspectives of gaming literacy. The theoretical model of gaming literacy that was composed on basis of a literature review seemed to work successfully as a design principle and interpretative framework for the interactions, that emerged in the learning environment. All the theoretical, methodological, and pedagogical suggestions based on the results of this study should provide practical knowledge for the design, implementation, and evaluation of a learning environment based on gaming literacy for future studies.