Design og anvendelse af et pædagogisk værktøj til fremme af kommunikation og samarbejde blandt unge i Counter-Strike: En model for skoleklubber
Oversat titel
Design and Implementation of an Educational Tool to Promote Communication and Collaboration among Youth in Counter-Strike: A Model for Youth Club
Forfatter
Vejgaard, Anders
Semester
4. semester
Udgivelsesår
2024
Afleveret
2024-06-04
Antal sider
60
Resumé
Dette speciale undersøger, hvordan elever i 6. klasse kommunikerer og samarbejder, når de spiller det online holdspil Counter-Strike i en skoleklub. Spillet kræver hurtig, verbal koordinering: Spillere skal dele information, planlægge sammen og reagere på holdkammerater under tidspres. Målet er at udvikle et praktisk pædagogisk værktøj, der hjælper undervisere med at støtte kommunikation og teamsamarbejde, så unge spillere kan fungere som et hold. Studiet bruger designbaseret forskning, dvs. at værktøjet udvikles, afprøves og justeres i praksis. Tre perspektiver bidrager: John Deweys pragmatisme (at lære ved at gøre i meningsfulde situationer), Donald Normans affordances (hvad et design lægger op til, at brugeren gør), og Erving Goffmans frame analysis (hvordan folk fortolker hvad der foregår i en situation). For at tilpasse værktøjet til selve spillet anvendes også MDA-modellen—Mechanics, Dynamics, Aesthetics—som forbinder spillets regler og funktioner (mechanics) med adfærd i spillet (dynamics) og spillerens oplevelse (aesthetics). Observationer og interviews med unge spillere og en esports-specialist viser behovet for strukturerede kommunikationsformer og tydelig pædagogisk støtte. Resultaterne viser, at eleverne anerkender betydningen af god kommunikation og strategi, men ofte har svært ved at omsætte dem til praksis, især i pressede spilsituationer. Specialet konkluderer, at et gennemtænkt pædagogisk værktøj kan styrke underviseres muligheder for at skabe konsistente, støttende læringsrammer, som forbedrer elevernes kommunikation og samarbejde i Counter-Strike. Fremtidig forskning bør udvide og tilpasse sådanne værktøjer til flere uddannelsesmiljøer for yderligere at støtte unges udvikling som gamere.
This master’s thesis examines how 6th-grade students communicate and collaborate while playing the online team game Counter-Strike in a school club. The game demands fast, verbal coordination: players must share information, plan together, and respond to teammates under time pressure. The goal is to create a practical pedagogical tool that helps educators guide communication and teamwork so young players can function as a team. The study uses design-based research, meaning the tool is designed, tried out, and adjusted in real practice. It is informed by three perspectives: John Dewey’s pragmatism (learning by doing in meaningful situations), Donald Norman’s idea of affordances (what a design invites users to do), and Erving Goffman’s frame analysis (how people interpret what is going on in a situation). To better align the tool with the game itself, the thesis also applies the MDA model—Mechanics, Dynamics, Aesthetics—to connect game rules and features (mechanics) with in-game behavior (dynamics) and player experience (aesthetics). Observations and interviews with young players and an esports specialist highlight the need for structured ways of communicating and clear educational support. The results show that students recognize the value of good communication and strategy but often struggle to use them during stressful moments in play. The thesis concludes that a well-designed pedagogical tool can strengthen educators’ ability to set up consistent, supportive learning frameworks, which in turn improve students’ communication and collaboration in Counter-Strike. Future work should broaden and adapt such tools to more educational contexts to further support young gamers’ development.
[Dette resumé er omskrevet med hjælp fra AI baseret på projektets originale resumé]
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