Résumés
Abstract
This paper proposes and assesses a replicable game (co)design technique to encourage social perspective taking in the higher education classroom. Fully embracing the potential of research creation approaches, this discursive game design methodology approaches games as mediators of knowledge, emphasising the process of (re)creating, modifying, and comparing different game iterations. The paper reports on two classroom exercises that draw inspiration from Dungeons & Dragons and the Checkered Game of Life to foster perspective taking across different “learner personas” and different world views. Finally, this paper discusses how notating game modifications affords continuous game-based dialogue across student generations.
Résumé
Cet article propose et évalue une technique de co-conception de jeu reproductible pour encourager la prise de perspective sociale dans les salles de classe de l’enseignement supérieur. En embrassant pleinement le potentiel des approches de recherche-création, cette méthodologie de conception de jeux discursifs aborde les jeux comme des médiateurs du savoir, en mettant l’accent sur le processus de (re)création, de modification et de comparaison des différentes itérations du jeu. L’article rapporte deux exercices en classe inspirés de Dungeons & Dragons et du Checkered Game of Life, visant à favoriser la prise de perspective entre différentes “personas d'apprenants” et différentes visions du monde. Enfin, cet article examine comment la documentation des modifications du jeu facilite un dialogue continu, fondé sur le jeu, entre les différentes générations d'étudiants.
Parties annexes
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