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Nurturing Affinity Spaces and Game-Based Learning

Item

Title
Nurturing Affinity Spaces and Game-Based Learning
Abstract/Description
In this chapter we will argue that to understand how gaming supports learning, as well as to design games for educational purposes, educators and scholars must think beyond elements of the game software to the social practices, or metagame, that take place within and around games. Based on studies of fan sites associated with the popular computer game The Sims, we identify features of what we call nurturing affinity spaces that are particularly supportive of learning and contrast these features with how schools are typically organized. How such spaces are developed and sustained remains a central question for future research on games and learning, and we conclude by identifying key areas for further investigation
Date
2012
In publication
Games, Learning, and Society: Learning and Meaning in the Digital Age
Series
Learning in Doing: Social, Cognitive and Computational Perspectives
Editor
Steinkuehler, Constance
Squire, Kurt
Barab, Sasha
Pages
129-153
Publisher
Cambridge University Press
Resource type
en
Medium
en Print
Background/context type
en Conceptual
Open access/free-text available
en No
ISBN
978-0-521-14452-0
Citation
Gee, J. P., & Hayes, E. (2012). Nurturing Affinity Spaces and Game-Based Learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, Learning, and Society: Learning and Meaning in the Digital Age (pp. 129–153). Cambridge University Press. https://doi.org/10.1017/CBO9781139031127.015
Resource status/form
en
Scholarship genre
en
Place
Cambridge

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