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School-Related Computer Game Pedagogy: Core Subjects and Tasks

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Computer Games and New Media Cultures

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Abstract

This chapter proposes a systemizing outline on the core subjects and tasks of a school-related computer game pedagogy as an academic discipline. It outlines three main tasks (description, critical analysis/goal setting and instructional research) and their respective subjects. In order to illustrate its systemizing ideas, this chapter refers to various examples in this area of academic research.

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Notes

  1. 1.

    For partly different approaches, see Kringiel (Chap. 40) or Fromme (Chap. 41).

  2. 2.

    In German-speaking countries, media competence (Medienkompetenz) has become a popular concept to describe the objective of media education. Media competence is similar to what is referred to as ‘media literacy’ in the English language area – similar also with regard to the fact that the term is not used consistently (also see Fromme, Chap. 41).

  3. 3.

    See the overview of Lee and Peng (2006, 36) and Egenfeldt-Nielsen (2006) of theories that describe computer game-specific learning processes.

  4. 4.

    An example of this attitude towards norms, for the non-acknowledgement of the educational scientific state of research and for an argumentation based on layman’s assumptions, is the popular pedagogical publications about computer games of the psychiatrist and neuroscientist Manfred Spitzer (see Spitzer 2005).

  5. 5.

    See for a current example the German “Federal Agency for Political Education” at http://www.spielbar.de/neu/category/spielebeurteilungen/. Accessed 12 October 2010.

  6. 6.

    See the scientific educational overviews of informal learning by entertainment computer games by Fromme (2006) and in the journal media+education (3/2004); from a media-psychological perspective, also see Lee and Peng (2006); on the appropriation of socially desirable competences, see Gebel (2006).

  7. 7.

    See, for example, Berndt (2005), whose intention is ‘to get rid of several prejudices’ (Book description in the Educational Information System, a German pedagogic research library) that are brought against computer games.

  8. 8.

    See on the educational scientific approach of pedagogical norms Brezinka (1978); on norm criticism from a social scientific, view Weber (2004).

  9. 9.

    Regarding the effects of computer games, the critical computer game pedagogy can relate to the quantitative impact studies of the media psychology. A topical, extensive overview on the state of research is offered by Lee and Peng (2006).

  10. 10.

    See also the study of Gebel (2006) on the competence-stimulating potential of digital entertainment games and the overview of the quantitative psychological impact research of learning games by Lee and Peng (2006).

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Authors and Affiliations

  1. Rheingauschule, Geisenheim, Germany

    Matthias Bopp

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  1. Matthias Bopp
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Correspondence to Matthias Bopp .

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  1. , Institute for Educational Science, University of Magdeburg, Zschokkestr. 32, Magdeburg, 39104, Germany

    Johannes Fromme

  2. , School of Education, University of Hamburg, Mollerstr 10, Hamburg, 20146, Germany

    Alexander Unger

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Bopp, M. (2012). School-Related Computer Game Pedagogy: Core Subjects and Tasks. In: Fromme, J., Unger, A. (eds) Computer Games and New Media Cultures. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2777-9_39

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