Playing at Reality: Exploring the Potential of the Digital Game as a Medium for Science Communication Export

@phdthesis{citeulike:1056488, author = {Aitkin, Alex}, citeulike-article-id = {1056488}, citeulike-linkout-0 = {http://www.gamasutra.com/education/theses/20050802/playingreality.pdf}, comment = {Abstract Scientific culture is not popular because the essential nature of science – the models and practices that make it up – cannot be communicated via conventional media in a manner that is interesting to the average person. These models and practices might be communicated in an interesting manner using the new medium of the digital game, yet very few digital games based upon scientific simulations have been created and thus the potential of such games to facilitate scientific knowledge construction cannot be studied directly. Scientific simulations have, however, been much used by scientists to facilitate their own knowledge construction, and equally, both simulations and games have been used by science educators to facilitate knowledge construction on the part of their students. The large academic literatures relating to these simulations and games collectively demonstrate that their ability to re-create reality, model complex systems, be visual and interactive, engage the user in the practise of science, and to engage the user in construction and collaboration, makes them powerful tools for facilitating scientific knowledge construction. Moreover, the large non-academic literature discussing the nature of digital games (which are themselves both simulations and games) demonstrates that their ability to perform the above tasks (i.e. to re-create reality, model complex systems, and so forth) is what makes them enjoyable to play. Because the features of scientific and educational simulations and games that facilitate knowledge construction are the very same features that make digital games enjoyable to play, the player of a scientific-simulation-based digital game would be simultaneously gaining enjoyment and acquiring scientific knowledge. If science were widely communicated using digital games, therefore, then it would be possible for there to be a popular scientific culture.}, keywords = {gamedesign}, posted-at = {2007-01-20 21:20:25}, priority = {2}, publisher = {Gamasutra}, title = {Playing at Reality: Exploring the Potential of the Digital Game as a Medium for Science Communication}, url = {http://www.gamasutra.com/education/theses/20050802/playingreality.pdf} }

TY - THES ID - citeulike:1056488 L3 - citeulike-article-id:1056488 TI - Playing at Reality: Exploring the Potential of the Digital Game as a Medium for Science Communication PB - Gamasutra KW - gamedesign N1 - Abstract Scientific culture is not popular because the essential nature of science – the models and practices that make it up – cannot be communicated via conventional media in a manner that is interesting to the average person. These models and practices might be communicated in an interesting manner using the new medium of the digital game, yet very few digital games based upon scientific simulations have been created and thus the potential of such games to facilitate scientific knowledge construction cannot be studied directly. Scientific simulations have, however, been much used by scientists to facilitate their own knowledge construction, and equally, both simulations and games have been used by science educators to facilitate knowledge construction on the part of their students. The large academic literatures relating to these simulations and games collectively demonstrate that their ability to re-create reality, model complex systems, be visual and interactive, engage the user in the practise of science, and to engage the user in construction and collaboration, makes them powerful tools for facilitating scientific knowledge construction. Moreover, the large non-academic literature discussing the nature of digital games (which are themselves both simulations and games) demonstrates that their ability to perform the above tasks (i.e. to re-create reality, model complex systems, and so forth) is what makes them enjoyable to play. Because the features of scientific and educational simulations and games that facilitate knowledge construction are the very same features that make digital games enjoyable to play, the player of a scientific-simulation-based digital game would be simultaneously gaining enjoyment and acquiring scientific knowledge. If science were widely communicated using digital games, therefore, then it would be possible for there to be a popular scientific culture. AU - Aitkin, Alex UR - http://www.gamasutra.com/education/theses/20050802/playingreality.pdf ER -