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Inclusion of Disaffected Youth and Avoidance of Stigmatising Remedial Education Groups Through Game-based Learning
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2014 (English)In: Proceedings of the 8th European Conference on Games Based Learning / [ed] Busch, C., Reading: Academic Conferences Publishing, 2014, 128- p.Conference paper, Published paper (Refereed)
Abstract [en]

Well-designed games can support intrinsic as well as extrinsic motivation, but to what degree the use of computer games stimulates learning has been widely discussed during the last decade. Some researchers claim that it is the underlying architecture in digital games that provides the learning potential. The use of computer games as a tool for social inclusion in remedial education has also been investigated and presented as a promising idea. Less has been written on how groups should be formed to support school drop-outs and scaffold their inclusion and create a way towards a second chance to education for disaffected youth. The aim of this study is to describe and discuss how game based learning might facilitate the integration of disaffected youth through the avoidance of stigmatising remedial education groups. Empirical data has been collected from a secondary education initiative called The Digital Room. This was a project where all participants had a strong interest in computer games but different educational background. The two main groups can briefly be described as students with grades in core subjects in a traditional secondary school curriculum, and school drop-outs without a complete set of core subject grades. Interviews were conducted with participants from both groups in a longitudinal study between 2005 and 2010, including a retrospective follow-up. Findings show that the initial group division that still was present after two years of the project later had dissolved when new interviews were carried out towards the end of the project. From a teacher’s perspective this game-based setup facilitated individual student support in a heterogeneous group with large variations in study techniques and learning tempo.

Place, publisher, year, edition, pages
Reading: Academic Conferences Publishing, 2014. 128- p.
Series
Proceedings of the European Conference on Games-Based Learning, ISSN 2049-0992
Keyword [en]
Game-based learning, Computer games, Disaffected youth, Inclusion, Group dynamics
National Category
Information Systems
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-108686ISI: 000351435200077ISBN: 978-1-910309-57-5 (print)OAI: oai:DiVA.org:su-108686DiVA: diva2:760064
Conference
ECGBL 2014, 8th European Conference on Games Based Learning,Berlin, Germany 9-10 October 2014
Available from: 2014-11-03 Created: 2014-11-03 Last updated: 2015-04-23Bibliographically approved

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