Abstract
In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm and the emerging qualitative research paradigm in educational technology research by advocating for a third “critical” paradigm. The third paradigm proposed was for the use of different art and literary criticisms. Among those proposed was the connoisseurship model. Belland argued that the connoisseurship model was an effective means of “getting inside” of experiences. During the past decade, a growing interest in game-based learning environments has presented both innovative opportunities and intriguing challenges in how to view, critique, and evaluate these environments. While both qualitative and quantitative methodologies have been used, game-based learning environments are dynamic spaces constructed of multiple influences from the arts and sciences, yet too often science as the prevailing mode of inquiry misses the impact and influence of the aesthetics. The purpose of this chapter is to examine and apply the connoisseurship model proposed by John C. Belland in Paradigms Regained as a means for critiquing and “getting inside” of game-based learning environments.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aarseth, E. J. (1997). Cybertext: Perspectives on ergodic literature. Baltimore: Johns Hopkins University Press.
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53, 74–85.
Barab, S. A., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1–3.
Belland, J. C. (1991). Developing connoisseurship in educational technology. In D. Hlynka & J. C. Belland (Eds.), Paradigms regained: The uses of illuminative, semiotic and post-modern criticism as modes of inquiry in educational technology (pp. 23–35). Englewood Cliffs, NJ: Educational Technology.
Bliokh, J. (Producer) & Eisenstein, S. (Director). (1926). The Battleship Potemkin [Motion Picture]. Soviet Union,:Amkino.
Bruckman, A. (2000). Situated support for learning: Storm’s weekend with Rachael. Journal of the Learning Sciences, 9(3), 329–372.
Costikyan, G. (2002). I have no words & I must design. Toward a critical vocabulary for games. In F. Ma¨yra¨ (Ed.), Computer games and digital cultures conference proceedings. Studies in Information Sciences (pp. 9–33). Tampere: Tampere University Press.
Crawford, C. (1984). The Art of Computer Game Design. Amazon Digital Services.
Crawford, C. (2003). Chris crawford on game design. Indianapolis, IN: Peachpit.
Curran, A. (2001). Brecht’s criticism of Aristotle’s aesthetics of tragedy. The Journal of Aesthetics and Art Criticism, 59(2), 167–184.
de Freitas, S., & Neumann, T. (2009). The use of “exploratory learning” for supporting immersive learning in virtual environments. Computers & Education, 52, 343–352.
Dede, C. (2003). Multi-user virtual environments. Educause Review, 38(3), 60–61.
Dickey, M. D. (2011a). World of Warcraft and the impact of game culture and play in an undergraduate game design course. Computers & Education, 56(1), 200–209.
Dickey, M. D. (2011b). The pragmatics of virtual worlds for K-12 educators: Investigating of the affordances and constraints of Active Worlds and Second Life with K-12 in-service teachers. Educational Technology Research and Development, 59(1), 1–20.
Eisner, E. W. (1998). The enlightened eye: qualitative inquiry and the enhancement of educational practice. Upper Saddle River, NJ: Merrill.
Flaherty, R.J. (Producer & Director). (1922). Nanook of the North [Motion picture]. US: Royal Pictures.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
Gigliotti, C. (1995). Aesthetics of a virtual world. Leonardo, 28(4), 289–295.
Guba, E., & Lincoln, Y. (1981). Effective evaluation. San Francisco: Jossey-Bass.
Hlynka, D., & Belland, J. (1991). Paradigms regained the uses of illuminative, semiotic and postmodern criticism as modes of inquiry in educational technology. Englewood Cliffs, NJ: Educational Technology.
Jamaludin, A., Chee, Y. S., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in second life. Computers & Education, 53, 317–329.
Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Education Technology Research & Development, 56, 539–556.
Ketelhut, D. J., Dede, C., Clarke, J., & Nelson, B. (2007). Studying situated learning in a multi- user virtual environment. In E. Baker, J. Dickieson, W. Wulfeck, & H. O’Neil (Eds.), Assessment of problem solving using simulations (pp. 37–58). Hillsdale, NJ: Lawrence Erlbaum Associates.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800–810.
Laurel, B. (1991). Computers as theatre. Boston, USA: Addison-Wesley.
LeBlanc, M. (2006). Tools for creating dynamic game dynamics. In K. Salen & E. Zimmerman (Eds.), The game design reader. Cambridge, MA: MIT.
Mortensen, T. E. (2009). Perceiving play: the art and study of computer games. New York, NY: Peter Lang Press.
Myers, D. (1990a). Chris Crawford and computer game aesthetics. Journal of Popular Culture, 24(2), 17–28.
Myers, D. (1990b). Computer game genres. Play & Culture, 3(4), 286–301.
Paoasterious, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1–12.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research & Development, 44(2), 43–58.
Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design. Boston: New Riders.
Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 2, 1.
Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29.
Turkle, S. (1995). Life on the screen: Identity in the age of Internet. New York: Simon & Schuster.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., Inal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77.
Welles, O. (Producer & Director). (1941). Citizen Kane [Motion picture]. US: Mercury Productions.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Dickey, M.D. (2012). Aesthetics and Game-Based Learning: Applying John C. Belland’s Connoisseurship Model as a Mode of Inquiry. In: Fee, S., Belland, B. (eds) The Role of Criticism in Understanding Problem Solving. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 5. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3540-2_8
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3540-2_8
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-1051-5
Online ISBN: 978-1-4614-3540-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)