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
- 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 Research/Scholarly Media
- Medium
- en Print
- Background/context type
- en Conceptual
- Open access/free-text available
- en No
- Peer reviewed
- en Yes
- 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
- Cited in
- The Work of Improvement
- Resource status/form
- en Published Text
- Scholarship genre
- en Theoretical
- Place
- Cambridge
- Item sets
- Handbook Chapter 2 Citations
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