Playful Social Inclusion: Approaching Inclusive Thinking and Acting Through Game Based Learning

Autor(en)

Lisa-Katharina Möhlen, Daniel Handle-Pfeiffer, Michelle Proyer, Alexander Schmölz, Gertraud Kremsner

Abstrakt

The Erasmus+ Project eCrisis deals with the challenge how game-based learning fosters social inclusion in primary and secondary school and even society. By working with teachers to improve the serious games Iconoscope and Villages Voices, we embed the games to be used in school for social inclusion. As one research output ‘post game - activities’, such as game based dialogues, are central. Students are empowered through the social inclusion approach by becoming aware of inclusive processes while playing the serious game Village Voices. This game boosts the ability of dealing with conflict resolution by generating conflicts. The players are trapped on a flying island and have to solve different tasks to accomplisha greater goal. 14 gaming sessions were held in the first period of the project. This article focuses on the analysis of one session with a small heterogeneous group of four people. The group was made up of people labelled as disabled, non-disabled, with refugee background as well as representing different ages and genders. The aim is to observe how inclusive structures evolve through gaming. We will describe our research on social inclusion, which sits with a critical debate about existing concepts. Also, we will describe the gaming set-up involving computers, the play session, characterize the pedagogical intervention and present the findings by using the Documentary Method following Ralf Bohnsack. The core question of this research is how inclusive processes emerge while people are playing so that we can identify the role of gaming practises as well as parts of the game or processes of game based learning that manifests as inclusive thinking and acting.

Organisation(en)

Institut für Lehrer*innenbildung, Center for Teaching and Learning, Institut für Bildungswissenschaft

Seiten

383-393

Anzahl der Seiten

10

Publikationsdatum

2018

Peer-reviewed

Ja

ÖFOS 2012

503008 E-Learning

Schlagwörter

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/42620c9b-14e1-4f1c-820c-9d82af911085