Spil som katalysator for faglig læseforståelse: Gennemførelse og analyse af et didaktisk design

Abstract

I dette forskningsprojekt undersøges det, om og hvordan et specifikt didaktisk design kan danne basis for at elever i 5. klasse i en grundskole kan arbejde med læseforståelse gennem spillet Dicewars. Dicewars er et enkelt, gratis, online strategispil, der blev valgt til dette formål, fordi det præsenterer muligheder for aktiviteter på tværs af læseplaner. I matematik var fokus i spillet på statistik, sandsynligheder, chance og strategi. Dette var for at sikre, at eleverne kunne forstå nok om spillets mekanikker og regler for at blive i stand til at danne en relevant strategi i spillet. På dansk, som L1, blev Dicewars behandlet som en multimodal tekst, som eleverne skulle læse og demonstrere dyb forståelse af gennem deres samarbejdssamtaler. Desuden skrev eleverne i samarbejde; instruktive, multimodale manualer til spillet. De skrev manualer til tre år yngre elever, hvorved de igen har brug for at demonstrere dyb forståelse af spillet som en multimodal tekst for at kunne forklare det for andre. Underliggende mål for det didaktiske design var at udvide elevernes sprog med ord og sætninger, der er nødvendige i forbindelse med skolearbejde for at sikre, at eleverne ikke kun bruger dagligdags sprog, men faktisk lærer mere sofistikeret brug af sætninger og ord. Det didaktiske design i denne forskning er en tredje iteration af designet og de metoder, gennem hvilke der blev indsamlet data er: Videoanalyse, reflekterende spørgeskemaer, tekstanalyse og semistrukturerede interviews. Mængden af indsamlet data er temmelig lille på grund af koronarelaterede problemer i skolerne. Analysen viser, at det faktisk er muligt at styrke læseplanerne og multimodal læseforståelse gennem samarbejde med et computerspil som tekst.

In this research project it is investigated, if and how a specific didactical design can be the base on which, pupils in 5. grade in a preliminary school can work with reading comprehension through the game Dicewars. Dicewars is a simple, free, online strategy game, that was chosen for this purpose, because it presents possibilities for cross curriculum learning activities. In mathematics focus in the game was on statistics, probabilities, chance and strategy. This was to ensure, that the pupils could understand enough about the games’ mechanics and rules in order to be able to form a relevant strategy in the game. In Danish, as L1, Dicewars was treated as a multimodal text, which the pupils should read and demonstrate deep comprehension of, through their collaborative conversations. Furthermore, the pupils collaboratively wrote paratexts; instructive, multimodal manuals for the game. They wrote the manuals to three years younger pupils, thereby again needing to demonstrate deep understanding of the game as a multimodal text in order to be able to explain it to others. Underlying goals for the didactical design were to expand the pupils’ language with words and phrases, that are needed in the context of school work, in order to secure, that the pupils not only use everyday language, but actually learn more sophisticated use of phrases and words. The didactical design in this research is a third iteration of the design, and the methods through which data were gathered are: Video analysis, reflective questionnaires, text analysis and semi structured interviews. The amount of gathered data is rather small due to corona-related issues in schools. The analysis shows that it is indeed possible to further curricular and multimodal reading comprehension through collaborative work with a computer game as text.

A master programme thesis from Aalborg University

Spil som katalysator for faglig læseforståelse: Gennemførelse og analyse af et didaktisk design

[Games as katalysts for curricular reading comprehension: Completion and analysis of a didactical design]