Videogame Walkthroughs in Educational Settings: Challenges, Successes, and Suggestions for Future Use

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dc.contributor.authorBergstrom, Kelly
dc.contributor.authorJenson, Jennifer
dc.contributor.authorFlynn-Jones, Emily
dc.contributor.authorHebert, Cristyne
dc.date.accessioned2017-12-28T00:54:48Z
dc.date.available2017-12-28T00:54:48Z
dc.date.issued2018-01-03
dc.description.abstractIn this paper we describe the use of videogame walkthroughs implemented in three different educational contexts: 1) an informal learning environment where 11-12 year-olds used text and video walkthroughs to supplement their Legend of Zelda: Wind Waker play during an optional, lunch-time video game club in their school library; 2) a formal learning environment where grade six (11-12 year-old) students used a written walkthrough for Lost Winds 2: Winter of the Melodias played as part of their Language Arts classroom; and 3) the use of a written walkthroughs by Grade 7 and 8 teachers as part of their preparations to teach a game-based learning unit in their Geography classrooms. Taken together, we argue that while walkthroughs can be useful pedagogical tools when using videogames in classroom settings, the social and cultural contexts in which they are introduced must be carefully considered in order for their effectiveness to be fully realized.
dc.format.extent10 pages
dc.identifier.doi10.24251/HICSS.2018.237
dc.identifier.isbn978-0-9981331-1-9
dc.identifier.urihttp://hdl.handle.net/10125/50124
dc.language.isoeng
dc.relation.ispartofProceedings of the 51st Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectGames and Gaming
dc.subjectgame based learning, game studies, paratexts, player studies, walkthroughs
dc.titleVideogame Walkthroughs in Educational Settings: Challenges, Successes, and Suggestions for Future Use
dc.typeConference Paper
dc.type.dcmiText

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