In this thesis I have investigated educational computer games, Serious Games, using a game called Playing History Plague as an example. I have analysed how Playing History Plague facilitates informal learning and tested it in a fifth grade school class in order to observe Playing History Plague in a learning environment. I have examined how Playing History Plague creates informal learning by using theory, which examines non-leisure computer games and how these motivate the player to spent hours by the computer. The thesis also include pedagogic theory used to determine the kind of pedagogical theory that Playing History Plague is based on. With this theory, I have analysed what kind of instruments Playing History Plague use to motivate to informal learning. My observations are made in order to exam how Playing History works in a learning environment in the Danish school system, and how the instruments from the analysis works. To determine the degree of formal learning derived from playing the game, the pupils took a test designed by the game producer. The thesis includes three design proposals, based on a focus group interview with pupils from the class where my observations were made. The conclusion of the thesis is, that elements from non-leisure games should be used and prioritized to enable Serious Games to have maximum effect on motivation and learning.
|Uddannelser||Performance-design, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||28 jul. 2016|
|Vejledere||Anja Mølle Lindelof & Kevin Mogensen|
- Playing History Pesten
- Serious Games