Browsing by Author "Gupta, Diali"

Now showing 1 - 4 of 4
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    Connecting Aesthetics and Engagement in Game Based Learning
    (University of Calgary, 2014-05) Gupta, Diali; Kim, Beaumie; Werklund School of Education
    Learning with games is perceived as highly motivating and engaging, fostering critical thinking and problem solving skills. Choosing games for classroom use however can be a difficult process. In addition to examining the content, we propose that aesthetics of digital games can indicate important information for evaluating games. Using an example we explain how aesthetics of gaming environments reveal the core learning concepts and provide complexities for deeper engagement. Our paper elucidates ways in which aesthetics provide a socio-cultural context for learners and contribute to motivations and emotions resulting in cognitive engagements.
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    An Emergent Design for Mine Craft
    (University of Calgary, 2016-05) Gupta, Diali; Rasporich, Stefan; Kim, Beaumie; Werklund School of Education
    This paper inquires into how learners could become designers of their own learning, using a digital sandbox game, Minecraft. We suggest that learners use knowledge for academic engagement and shape the culture of their learning through participation, collaboration and communication in using Minecraft. We argue that interest-driven collaborations using Minecraft help establish the kindergarten approach to learning. We present how mid-high school students in an art immersion school used Minecraft to create emergent designs based on community-centered collaborative learning through cascade mentorship, socially situated interactions and iterative refinement that highlight their creativity.
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    Gameful Space, Activities and Assessment for Game-Based Learning
    (University of Calgary, 2015-06) Kim, Beaumie; Gupta, Diali; Clyde, Jerremie; Werklund School of Education
    This paper discusses the iterations of designing and implementing a graduate level course on digital game-based learning at a Western Canadian university. We critically analyze the design of the course by examining the tensions that arose between the course assessment and social practices common in playing games, and discuss activities introduced to mitigate such tension. We also consider how the use of the university library’s space and resources in the second iteration provided new opportunities for the course. We explore on how “playable” the course has been and present our proposed improvements for the next iteration.
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    Gamefulness in Designing Digital Game-Based Learning Through a Role-Playing Game
    (University of Calgary, 2016-05) Kim, Beaumie; Gupta, Diali; Clyde, Jerremie; Werklund School of Education; Libraries and Cultural Resources
    This paper discusses the third iteration of redesigning and implementing a master’s level course on Digital Game-Based Learning (DGBL). We investigated how the course redesign of activities and assessments fostered multiple ways of teaching and learning with games, digital media and play. The authors created a role-playing card game for designing digital games for learning. We used this game in the classroom, and observed that learners adopted a lusory attitude in their design and gaming task. We discuss our overall redesign emphasis on learners’ gameful participation and the preliminary findings from the classroom adoption of the card game.