Perceptions of Educational Games: A Study of a Blog Post

dc.contributor.affiliationLyn Kajiwara Ackerman - University of Hawai‘i at Mānoa
dc.contributor.affiliationKellie Kong - University of Hawai‘i at Mānoa
dc.contributor.affiliationCaterina Desiato - University of Hawai‘i at Mānoa
dc.contributor.authorAckerman, Lyn
dc.contributor.authorKong, Kellie
dc.contributor.authorDesiato, Caterina
dc.date.accessioned2020-07-30T22:22:33Z
dc.date.available2020-07-30T22:22:33Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/10125/69200
dc.titlePerceptions of Educational Games: A Study of a Blog Post
dc.typeConference Paper
dcterms.abstractVideo games have become the new “hot” topic among teachers, researchers, parents and others interested in technology and education. This phenomenological study attempts to understand the lived experience of those who use educational games. A recent post from the O’Reilly Radar, Corcoran (2010, October 27) brought attention to a blog post by McLeod (2009, July 23). With the provocative title of “Do Most Educational Games Suck?” McLeod’s blog post received 78 comments. Comments from this blog were analyzed qualitatively in order to grasp the commentators lived experiences. It showed there was a dichotomy in their perceptions of video games as schooling (formal learning) versus learning (informal learning). Although the data is specific to this blog, it gives researchers, educators and designers insight into the perception of some game users and offers information for the future design, development, and use of games in education.
dcterms.extent9 pages
dcterms.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dcterms.typeText

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