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Guys and games: Practicing 21st century workplace skills in the great indoors.

机译：男孩和游戏：在室内练习21世纪的工作场所技能。

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摘要

While research indicates that an increasing number of males are experiencing a sense of disaffiliation with traditional education (Kleinfeld, 2006; Steinkuehler & King, 2009), nearly all teenage boys and young adult men (approximately 99%) regularly engage in playing video games of some sort (Roberts, Foehr & Rideout (2008). This is an interesting development because research concerning the affordances of gaming and digital technologies provides increasing evidence that these technologies may sponsor the development of key literacies. The objective of the studies contained in this thesis revolves around exploring the potential affordances of playing massively multiplayer online role playing games (MMOs) as a route toward preparation for future workplace learning (Bransford & Schwartz, 2001).;A career and technical education (CTE) framework (Hyslop-Margison, 2005) provided an opportunity to look beyond isolated skills and instead focus on broader, situated (Gee, 2004) vocational practices. I argue that this conceptualization places digital media experiences as more of a sponsor that may provide a bridge to vocational skills development and career exploration by exposing participants to discourse communities (Gee, 1999) that bear strong similarities to the types of skills and dispositions (Thomas & Brown, 2009) required for success in the 21st century workplace. Findings suggest MMO gaming as a potentially productive route toward the practice of 21st century workplace skills, and particularly 21st century literacy practices. Additional findings suggest the importance of informal gaming as an embodied experience constituting an array of identity development opportunities. It is this area – the area of identity – where there appears to be the strongest potential for leveraging friendship-based, interest driven engagement, such as game-based activities, as a step toward helping students develop an understanding of their unique talents and abilities.
机译：尽管研究表明，越来越多的男性正与传统教育脱节（Kleinfeld，2006年； Steinkuehler＆King，2009年），但几乎所有的少年男孩和成年男子（约99％）都经常玩电子游戏。 （Roberts，Foehr＆Rideout（2008）。这是一个有趣的发展，因为有关游戏和数字技术的支付能力的研究提供了越来越多的证据，证明这些技术可能赞助了关键文学的发展。本文所研究的目的主要围绕探索玩大型多人在线角色扮演游戏（MMO）的潜在负担能力，作为为未来工作场所学习做准备的途径（Bransford＆Schwartz，2001）。；职业和技术教育（CTE）框架（Hyslop-Margison，2005年） ）提供了一个机会，可以超越孤立的技能，而专注于更广泛，条件更广泛的职业实践（Gee，2004年） es。我认为，这种概念化将数字媒体体验更多地看作是赞助者，通过将参与者暴露于与技能和性格类型（Thomas）具有相似性的话语社区（Gee，1999），可以为职业技能发展和职业探索提供桥梁。 ＆Brown，2009）是在21世纪工作场所取得成功的必要条件。研究结果表明，MMO游戏是通往21世纪工作场所技能实践尤其是21世纪识字实践的潜在生产性途径。其他发现表明非正式游戏作为构成一系列身份发展机会的具体体验的重要性。在这一领域-认同领域-似乎最有可能利用基于友谊的，以兴趣为导向的参与（例如基于游戏的活动），以帮助学生发展对自己独特才华和能力的理解。 。

著录项

  • 作者

    King, Elizabeth M.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Technology of.;Education Vocational.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 414 p.
  • 总页数 414
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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