Gaming and Sociocultural Perspectives: An Enactivist Study of Educators' Game Authoring Experiences

• In Event: Learning in Technology-Based Environments

Abstract

This study explores an online learning world where game development was a center piece and social learning was an inherent feature rather than imposed. Grounded in enactivism, this paper examines the affordances of this environment focusing on sociocultural perspectives.
This qualitative case study involved 35 participating educators. Data included educators’ online interactions and written work. The results showed that the learning environment afforded ample opportunities for social learning, as reflected in the extent and ways the educators interact and collaborate with each other. A total of nine categories of interactions were identified, illustrating the diverse types of social communications. Culture of learning, trauma, and games contributing to the formation of a culture were some major themes identified in educators’ reflections.

Authors

• Qing Li, Towson University

• Joseph Runciman, Towson University