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Videogames, informal teaching, and the rhetoric of design

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This dissertation is about videogames. It is also about teaching, and the ways videogame design represents good teaching. However, this dissertation is not about videogames alone. It makes broad claims about teaching in- and out-of-schools in the 21st Century. Over the last few decades many scholars have…

This dissertation is about videogames. It is also about teaching, and the ways videogame design represents good teaching. However, this dissertation is not about videogames alone. It makes broad claims about teaching in- and out-of-schools in the 21st Century. Over the last few decades many scholars have been impressed by the rich forms of learning going on out-of-school. In particular, the emergence of digital and social media has fueled interest in informal learning while often ignoring or effacing the critical role of teaching. Indeed, the term “informal learning” is common while the term “informal teaching” barely exists. At the same time, the learning sciences have made progress on understanding how learning works based on empirical evidence of how the mind operates. While this research is not well implemented in many of our schools, it is well represented in much out-of-school learning (such as in videogames). This dissertation argues that there is a body of evidence germane to good teaching, that many learning principles celebrated today in out-of-school learning are actually teaching principles, and that good videogames can give us insights into how teaching can work as a form of design with or without games. The dissertation then develops a model of distributed teaching and learning systems which involve designed- and emergent organization of various teaching and learning “sites”. Finally, the dissertation looks at the rhetorical function of teaching in building a “deliberate learner,” one whose goal is not simply to know and do things, but to become a certain type of person committed to new ways with words, forms of interaction, and values. Rhetoric, teaching, learning, and design of all sorts have been set free from institutions and turned loose into a market place of ideas and sites. In the face of this market place we need to engage in discussions about who we want to be, who we want others to be, and what world we want all of us to live in. These discussions will center not just on “truth”, but on values as well—which is exactly where, in a high-risk imperiled world, they should be centered.
ContributorsHolmes, Jeffrey Brandon (Author) / Gee, James (Thesis advisor) / Gee, Elisabeth (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2016