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Publication Date: 2011-01-01
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Mejía, G. M., & Londoño L, . F. C. . (2011). Game design for social change. Kepes, 8(7), 135–158. Retrieved from https://revistasojs.ucaldas.edu.co/index.php/kepes/article/view/451
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Abstract
Abstract: The permanent growth of the videogame industry has generated a permanent interest about the possibilities to educate and generate social change using virtual and playful environments. Nonetheless, the understanding of how a variety of the game aspects must be designed in order to take the most out of learning and pro-social attitudes remains unclear. This article reports broad research findings about the design of a videogame for citizenship and social competencies learning in Colombia. The research method was research by design in which researchers systematized transferable to future projects findings while they were engaged in game design practice. From the practice, aspects of the game conceptual design, interaction design, and design evaluation are described. Finally, reflections of the process as considerations for similar design problems in the future are discussed which include children’s cognitive factors, conceptual design, and learning assessment.
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References
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Michael, D. & Chen, S. (2006). Serious Games: Games That Educate, Train, and Inform. Boston: Thompson Course Technology PTR.
Murray, J. H. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace. New York, NY: Free Press.
Paolillo, J. C., & Kutz, D. O. (2008). Online Play, Online Connection: A Longitudinal Social Network Analysis of BZFlag. School of Library and Information Science, Indiana Univesity. Recovered from: http://meaningfulplay.msu.edu/2008/program. php?presentation=52&type=paper
Prensky, M. (2001). Digital Game-based Learning. New York, NY: McGraw-Hill. Prensky, M. (2006). “Don’t bother me Mom, I’m learning!” How Computer and Video Games are preparing your Kids for Twenty-first Century Success and how you can Help! St. Paul, MN: Paragon House.
Sánchez Buron, A. et al. (2009). Los adolescentes en la Red. Estudio sobre sus hábitos de comportamiento en Internet. Departamento de Psicología de la Facultad de Ciencias de la Salud de la Universidad Camilo José Cela. Recuperado de: http://www.ucjc.edu
Salen, K. (Ed.). (2008). The Ecology of Games: Connecting Youth, Games, and Learning. Lambridge, MA: The MIT Press.
Schiller, F. (1862). Über die ästhetische Erziehung des Menschen. In: Schiller, F. Oeuvres. París: Esthétique.
Sevaldson, B. (2010). Discussions & Movements in Design Research. FORMakademisk, 3(1), 8-35.
Yee, N. (2006). The Demographics, Motivations and Derived Experiences of Users of Massively-Multiuser Online Graphical Environments. Presence: Teleoperators and Virtual Environments, 15, 309-329.
Anderson, A. & Bushman, B. J. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28(5), 1679-1686.
Bergeron, B. (2006). Developing Serious Games. Hingham, Massachusetts: Charles River Media, Inc.
Bjorklund, D. (2005). Children’s Thinking: Cognitive Development and Individual Differences. Belmont, CA: Wadsworth Thomson.
Bonsiepe, G. (2000). Design as Tool for Cognitive Metabolism: From Knowledge Production to Knowledge Presentation. Gui Bonsiepe. Recovered from: http:// www.guibonsiepe.com
Caillois, R. (1997). Los juegos y los hombres. La máscara y el vértigo. Bogotá D.C.:Fondo de Cultura Económica.
Chaux, E. (2009). Citizenship Competencies in the Midst of a Violent Political Conflict: The Colombian Educational Response. Harvard Educational Review, 79(1), 84-93.
Cooper, A. (2007). About Face 3: The Essentials of Interaction Design. Indianapolis, IN, USA: Wiley Publishing.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Nueva York: Harper Collins.
Departamento Nacional de Estadística, DANE. (2009a). Empalme de las series de empleo, pobreza y desigualdad. Recuperado de: http://www.dane.gov.co/ daneweb_V09/index.php? option=com_content&view=article&id=430:empal me-de-las-series-de-empleo-pobreza-y-desigualdad-&catid=87:calidad-de-vida
Departamento Nacional de Estadística, DANE. (2009b). Reloj de población. Recuperado de: http://www.dane.gov.co/reloj/reloj_animado.php
Esnaola, G. & Levis, D. (2009). Videojuegos en redes sociales: aprender desde experiencias óptimas. Comunicación, 7(1), 265-279.
Flusser, V. (1990). Hacia una filosofía de la fotografía. México D.F.: Trillas.
Frascara, J. (1997). User-centred Graphic Design: Mass Communications and Social Change. Bristol, PA, USA: Taylor & Francis.
Gee, J. P. (2003). What Video Games Have to Teach us About Learning and Literacy. New York, NY: Palgrave Macmillan.
Gee, J. P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games, Learning and Literacy. New York, NY: Peter Lang Publishing. Huizinga, J. (1990). Homo Ludens. Madrid: Alianza.
Kahne, J., Middaugh, E. & Evans, C. (2008). The Civic Potential of Video Games. Recovered from: http://www.civicsurvey.org/White_paper_link_text.pdf
Kaplan, M. G. (2008). Green Reading, Green Gaming: The Future of Ecocriticsm, Storytelling, and Environmental Ethics in Virtual Worlds. Recovered from: http:// meaningfulplay.msu.edu/proceedings2008/mp2008_paper_59.pdf.
Kerr, A. (2006). The Business and Culture of Digital Games: Gamework/Gameplay. Thousand Oaks, CA: Sage Publications.
Linderoth, J., Lindström, B. & Alexandersson, M. (2004). Learning with Computer Games. In: Goldstein, J. Buckingham, D. & Brougère, G. Toys, Games, and Media (pp. 157-176). Mahwah, NJ: Lawrence Erlbaum.
Manders, T. (2008). Proyecto de informe sobre la protección de los consumidores, en particular de los menores, por lo que se refiere al uso de juegos de vídeo. Bruselas: Parlamento Europeo. Comisión ded Mercado Interior y Protección del Consumidor.
Margolin, V. & Margolin, S. (2002). A “social model” of design: Issues of practice and research. Design Issues, 18(4), 24-30.
Mejía, G. M. & Londoño, F. C. (2010). Design Issues in Serious Games for Children’s Learning. Designing for Children Conference. Mumbai, India: Indian Institute of Technology.
Mejía, G. M., Londoño, F. C. & Escandón, P. A. (2011). Social and citizenship competencies in a multiuser virtual game. In: Mura, G. Metaplasticity in Virtual Worlds: Aesthetics and Semantics Concepts (pp. 266-280). Hershey, PA: IGI Global.
Michael, D. & Chen, S. (2006). Serious Games: Games That Educate, Train, and Inform. Boston: Thompson Course Technology PTR.
Murray, J. H. (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace. New York, NY: Free Press.
Paolillo, J. C., & Kutz, D. O. (2008). Online Play, Online Connection: A Longitudinal Social Network Analysis of BZFlag. School of Library and Information Science, Indiana Univesity. Recovered from: http://meaningfulplay.msu.edu/2008/program. php?presentation=52&type=paper
Prensky, M. (2001). Digital Game-based Learning. New York, NY: McGraw-Hill. Prensky, M. (2006). “Don’t bother me Mom, I’m learning!” How Computer and Video Games are preparing your Kids for Twenty-first Century Success and how you can Help! St. Paul, MN: Paragon House.
Sánchez Buron, A. et al. (2009). Los adolescentes en la Red. Estudio sobre sus hábitos de comportamiento en Internet. Departamento de Psicología de la Facultad de Ciencias de la Salud de la Universidad Camilo José Cela. Recuperado de: http://www.ucjc.edu
Salen, K. (Ed.). (2008). The Ecology of Games: Connecting Youth, Games, and Learning. Lambridge, MA: The MIT Press.
Schiller, F. (1862). Über die ästhetische Erziehung des Menschen. In: Schiller, F. Oeuvres. París: Esthétique.
Sevaldson, B. (2010). Discussions & Movements in Design Research. FORMakademisk, 3(1), 8-35.
Yee, N. (2006). The Demographics, Motivations and Derived Experiences of Users of Massively-Multiuser Online Graphical Environments. Presence: Teleoperators and Virtual Environments, 15, 309-329.
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