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Learning through Digital Game Design and Building in a Participatory Culture

An Enactivist Approach


Qing Li

This book discusses topics concerning digital game-based learning focusing on learning-by-game-building and Web 2.0. Grounded in the new theoretical perspective of enactivism, this book shows how such an approach can help students gain deep understanding of subjects such as mathematics and history, as well as undergraduate or graduate students’ learning of pedagogy and also adult driver’s learning of road safety rules. Written for undergraduate students in teacher education, experienced teachers, and graduate students, this book is an ideal text for courses related to technology integration and digital game-based learning. It is also beneficial for researchers, educators, parents, school administrators, game designers, and anyone who is interested in new ways of learning and digital games.


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Part 3: Culture


!! • P A R T T H R E E • Culture !! !! • C H A P T E R F I V E • Enactivist Learning World and Culture This chapter explores the enactivist learning world through a culture lens. Contextualized in the emergence of a participatory culture, this chapter argues that such a new context requires a new way of thinking about learning and therefore presents new challenges. The case is made establishing the enactivist learning world as a necessary agent in meeting the challenges of allowing students to learn by doing the things that people do in real life, participating in authentic recreations of the way people in the real world learn to innovate. The chapter concludes with a delineation of the related concepts of collaborative learning and community building. Culture and Participatory Culture Culture What is culture? Like many key terms we have discussed in this book, culture has multiple meanings and has yet to be assigned a universally accepted definition. The term describes a complicated phenomenon that allows for many open-ended ideas. We can describe culture from the topical perspective, the historical perspective, the behavioural perspective, the normative perspective, or the structural perspective. According to Salen and Zimmerman (2003), culture really contains three main aspects: the way people think, how people behave, and what people have produced. Culture, in regard to games and gaming, refers to the environment or the context where games are played. Any game, therefore, reflects and is situated in a certain culture. Why is it...

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