Informal Scientific Reasoning in Online Game Forums

Steinkuehler, Constance; Duncan, Sean C.

doi:10.1037/e499262008-001

Cited by 5 publications

(7 citation statements)

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“…Furthermore, the complexity of many games means that they have the potential to promote complex problem‐solving strategies. In a study of postings on in‐game MMO bulletin boards, 86% of posts focused on the development of understanding through social knowledge construction, including collaboratively solving problems, argumentation using evidence, and the presentation of counter‐arguments (Steinkuehler & Duncan, 2008). In addition, many posts included detailed scientific and mathematical models to explain game features.…”

Section: Game Contextmentioning

confidence: 99%

The Multiple Dimensions of Video Game Effects

Gentile

2011

Child Development Perspectives

145

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Abstract— Video games are at the center of a debate over what is helpful or harmful to children and adolescents, and there is research to substantiate both sides. The existing research suggests that there are at least 5 dimensions on which video games can affect players: the amount of play, the content of play, the game context, the structure of the game, and the mechanics of game play. This article describes each of these 5 dimensions with support from the scientific literature, arguing that this approach can allow people to get beyond the typical “good–bad” dichotomous thinking to have a more nuanced understanding of video game effects and to provide testable hypotheses for future research.

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Section: Game Contextmentioning

confidence: 99%

The Multiple Dimensions of Video Game Effects

Gentile

2011

Child Development Perspectives

145

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“…Following the lead of other games‐based educational programs (Squire et al , in press) and known characteristics of game‐related indigenous online communities (Jenkins, 2006; Steinkuehler and Duncan, 2009), our design encourages distributed expertise and collective intelligence (Levy, 1999) in place of standardization and peer‐to‐peer learning in the form of modeling and networked apprenticeship. We use the capacity of the in‐game “guild” functions to structure our program so that the majority of the regular, weekly contact time is within the virtual world and on a private online guild forum, scheduling monthly face‐to‐face meetings (pizza parties) for more structured intentional learning activities, data collection, and assessments.…”

Section: Incubating a Games‐based Literacy Communitymentioning

confidence: 99%

Digital literacies for the disengaged: creating after school contexts to support boys' game‐based literacy skills

Steinkuehler

King

2009

On the Horizon

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Purpose -This paper aims to reviews the structure and format of an after school incubator program that leverages online games for literacy learning, particularly for adolescent males. It also aims to describe its dual function as both quasi-natural context and design experiment laboratory and to discuss some early findings that illustrate the kinds of literacy practices the authors are beginning to see within their homegrown community to date.Design/methodology/approach -For the past year, the authors have been engaging game-loving boys in digital and print literacy practices, not by playing matchmaker between them and those game communities that engage in such practices naturally, but by growing such a community of their own. Following the lead of other games-based educational programs and known characteristics of game-related indigenous online communities, the design encourages distributed expertise and collective intelligence in place of standardization and peer-to-peer learning in the form of modeling and networked apprenticeship.Findings -The goal is to leverage teenage boys' existing interests in games to strengthen and enrich their engagement in literacies with payoff both in school and beyond. The findings suggest that the laboratory has met with initial success, particularly in terms of the use of literacy as a tool for solving problems, researching and assembling online multimodal game-related resources, and synthesizing in-game and out-of-game information.

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“…Confirmation bias can be tempered in groups through the simple expedient of dissent (Schulz‐Hardt et al , 2002; Schulz‐Hardt and Moscovici, 2000). If the group is open to opposing opinions, the dissent of a single member of a group can cause the group to re‐evaluate their decision through discussion and scientific reasoning (Steinkuehler and Duncan, 2009) and decide whether or not the decision they are making is sensible or if they are just deciding based on the previous disposition of the group. The ability to judge information as reliable, to determine what resources are needed for a problem, and where to find required information are traditional information literacy skills that have been expanded and updated to capture and promote information literacy practices in new media spaces.…”

Section: Information Use In Online Affinity Spacesmentioning

confidence: 99%

“…New media offers many educational opportunities and already serves an interest‐driven educational function in leisure and interest settings. Research has shown that online affinity spaces elicit many highly desirable skills and literacies such as, collaborative problem solving (Steinkuehler, 2005; Sefton‐Green, 2004), literacy (Lowood, 2006; Steinkuehler, 2006, 2007, 2008; Steinkuehler et al , 2009; Black and Steinkuehler, 2009), informal science reasoning (Steinkuehler and Chmiel, 2006; Steinkuehler and Duncan, 2009), mathematics (Steinkuehler and Williams, 2009), reading and writing (Black, 2007a, b, 2008), and information literacy (Martin and Steinkuehler, 2010).…”

Section: Concluding Commentsmentioning

confidence: 99%

An information literacy perspective on learning and new media

Martin

2011

On the Horizon

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Purpose -This paper aims to investigate an information literacy perspective on learning and new media, specifically virtual worlds and online affinity spaces. It aims to cover the potential of information literacy as an educational linchpin in the age of new media education.Design/methodology/approach -This conceptual paper explores an information literacy perspective for learning and new media through previous research and prediction.Findings -Information literacy provides a framework for addressing the explosion of information available, as well as a way to encourage self-sufficient learners in the digital age.Originality/value -Whereas previous studies have neglected information literacy as a lifelong skill, this paper recognizes the importance of research in virtual worlds which unveils the potential of new media as sites of learning independent from formal spaces. Recognizing the impact of information literacy on an information-dependent society, it contributes to a body of literature about individual practices which allows for the creation of new instructional strategies.

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Informal Scientific Reasoning in Online Game Forums

Cited by 5 publications

References 0 publications

The Multiple Dimensions of Video Game Effects

The Multiple Dimensions of Video Game Effects

Digital literacies for the disengaged: creating after school contexts to support boys' game‐based literacy skills

An information literacy perspective on learning and new media

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