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LUDIC EPISTEMOLOGY?KNOWLEDGE-REPRESENTATION IN GAME-BASED LEARNING

机译：LUDIC流行病学？基于游戏的学习中的知识表示

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摘要

This paper discusses the distinctive demands of—and the particular constraints upon— knowledge representation in the development of computer-supported game-based learning environments. Theoretical questions central to the re-mediation of educational knowledge and its representation are introduced and illustrated from the practical standpoint of developing one such educational computer game, "Contagion" (http://contagion.edu.yorku). In any rule-bound, game-based environment of this kind, knowledge must be re-conceived in a play-based digital form. It is the argument of this paper that traditional demands for specified 'learning outcomes' mislead educators increasingly now urged to look to computer games and play for pedagogical models and instructional tools, since digital games do not invite, and rarely tolerate, the kinds of extended, propositional and analytical statements that text-based knowledge enables. Understanding more about how the constraints and affordances of digital games work against traditional text-driven forms of knowledge representation, and coming seriously to terms with a 'ludic epistemology'—a theory of play-based learning and knowledge—is fundamental for transforming and refining emerging conceptions and practices of education.
机译：本文讨论了在计算机支持的基于游戏的学习环境的开发中，知识表示的独特要求以及特定的约束。从开发一种这样的教育计算机游戏“ Contagion”（http：//contagion.edu.yorku）的实践角度出发，介绍和说明了对补救教育知识及其表示形式至关重要的理论问题。在任何这种受规则约束，基于游戏的环境中，都必须以基于游戏的数字形式重新构筑知识。本文的论点是，传统上对特定“学习成果”的需求误导了教育者，现在越来越多地敦促他们转向计算机游戏并玩教学模型和教学工具，因为数字游戏不会（并且很少容忍）这种扩展，基于文本的知识可以实现的命题和分析性陈述。深入了解数字游戏的约束和功能如何与传统的文本驱动形式的知识表示相抵触，并认真理解“荒谬的认识论”（一种基于游戏的学习和知识的理论），这对变革和完善至关重要新兴的教育观念和实践。

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