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Learn to Play to Learn: Activity System as Reflection

In: Serious Games on the Move

Author

Listed:
  • Alan Amory

    (University of Johannesburg)

Abstract

In order to explicate patterns pertinent to educational video game design and to evaluate the relationships between games and learning, Cultural-Historical Activity Theory (CHAT) is used to investigate games and the associated theories developed over the past decade. Analyses show that computer video games are the product of social collaboration and function as Objects (during their design and creation) and as Tools (foundation for the development of other Tools, and as learning and entertainment artefacts). However, the idiosyncratic and homological ideologies of Actors often work against underlying educational principles to advance their own gender, race and belief hegemonies. In addition, educational video games, as part of socially constructed learning, support active, transformational meaning making. The use of the CHAT lens to reflect on game development supports the constructs that CHAT, as prime unit of analysis, is a collective, artefact-mediated and Object-orientated activity; always includes multiple points of view; is shaped over time; and includes contradictions that are the source for all change and development.

Suggested Citation

  • Alan Amory, 2009. "Learn to Play to Learn: Activity System as Reflection," Springer Books, in: Otto Petrovic & Anthony Brand (ed.), Serious Games on the Move, pages 57-71, Springer.
    • Handle: RePEc:spr:sprchp:978-3-211-09418-1_4
    DOI: 10.1007/978-3-211-09418-1_4
    as

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