Sammenspil: Et mikrosociologisk studie af deltagelsesmulighed gennem spilbaseret læring

Abstract

Specialet er et mikrosociologisk klasserumsstudie, der fokuserer på, hvorledes anvendelse af spilbaseret læring påvirker det sociale mulighedsrum omkring undervisningen. I specialet undersøges Skolen i spil-metoden, som den anvendes i et tre uger langt pilotforløb i en tredje klasse. Gennem en analyse af de fysiske rum, fællesskabets design og metodens kompleksitet belyser specialet de deltagelsesmulighed, eleverne opnår gennem metoden. Specialet undersøger desuden Spil i skolen-metodens generelle anvendelsesmulighed og potentiale som redskab i den almindelige folkeskolelærers metoderepertoire.

Through a micro sociological study of a three weeks teaching course in a third grade class in a Danish public school in Jutland, this thesis investigates how the educational method behind Skolen i spil may be used to help students participate in the social space surrounding the lessons. The thesis also investigates whether the teaching-method can be used to enhance the general accessibility of the social room surrounding the lessons. Apart for the social focus, the thesis also looks at the teacher usability of the method. The observed teaching course is headed by the third grade Danish teacher under the guidance of the two consultants behind the development of the teaching method. The method in question – Skolen i spil – uses a variety of elements from both game based learning and gamification in an attempt to frame a traditional learning course. The method is based on utilizing any commercially successful computer game as the core of a teaching course. Creating a collaborative student environment, the method applies any curriculum desired and establishes a link between the game and the subject in matter through customised student tasks. The second interesting aspect of the method is the use of gamification elements, which are intended to help the teacher establish the desired working environment while at the same time boosting student motivation. Throughout the observed teaching course, the method shows great potential in creating a collaborative social student environment. The study’s primary focus student shows several significant signs, indicating that he benefits from the method and - when the method is properly applied - is able to participate in the social activities surrounding the teaching situation, especially in the social environment surrounding the actual gameplay. The study also indicates that students react in a short termed pro-social manner when the gamification-elements are applied properly. The analysis indicates that the method is a complex tool, not easily used by an average public school teacher. In order to take advantage of the method, the study shows that the teacher must have a certain amount of technical computer skills as well as knowledge of how to manage a network of computers. The study also finds that a teacher must have a fundamental understanding of game mechanics and a profound understanding of the specific computer game in use. When attempting to use the method behind Skolen i spil, it would seem that the amount of preparation time available to the teacher is a key issue.

A master programme thesis from Aalborg University

Sammenspil: Et mikrosociologisk studie af deltagelsesmulighed gennem spilbaseret læring

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