Project Technical Data |
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Where Do We Go From Here? |
The intersection between videogames and education has gained a great deal of traction in recent two decades. The idea that, as Gee (2003) argued, there is much to learn about video games in education has inspired scholars all over to think about the idea of gamification (McGonigal, 2011), or bringing principles from video games into educational settings. Recent efforts have explored gamification in everyday life (Burke, 2014), teaching (Farber, 2018; Garcia & Niemeyer, 2018), and even second language teaching (Reinhardt, 2019). Gamification, as James Gee recently stated (Mora et al., 2020), will help shape both the present and the future of education.
However, even with all these breakthroughs, there is one missing element in these conversations: The embodied experiences of gamers who are becoming teachers, but not from a participant perspective, but from their own research experiences. This paper brings together the experiences of our research team, which includes hardcore, semipro, and professional gamers (as well as a gamer mom!), in an effort to provide a counter-proposal to traditional views of gamification. This paper extends an ongoing duoethnographic (Sawyer & Norris, 2013) exercise involving our research team to consider the importance of a more in-depth look at the perspective of gamers becoming teachers (Authors, 2019) and what that means for the new instructional practices we may encounter in the post-pandemic world. |
Transcending Our Initial Thoughts on Gaming |
Coming soon
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Next Stops? |
Coming soon
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Academic Presentations
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Although the project is just under development, we are already planting the seeds for this project:
2024
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