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Description
This dissertation shares the results of a study of the community of the mobile augmented reality game Pokémon Go. It also serves to build on and expand the framework of Distributed Teaching and Learning (DTALS), which here is used as a framework through which to explore the game’s community (Gee & Gee, 2016; Holmes, Tran, & Gee, 2017). DTALS serves to expand on other models which examine learning in out-of-school contexts, and in particular on the connections between classroom and out-of-school learning, which numerous scholars argue is of critical importance (Sefton-Green, 2004; Vadeboncoeur, Kady-Rachid, & Moghtader, 2014). This framework serves to build bridges as well as fill gaps in some key literature on learning in out-of-school contexts, including connected learning (Ito et al., 2009), participatory culture (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009), learning ecologies (Barron, 2006), and affinity spaces (Gee, 2004; Gee & Hayes, 2012). The model also focuses on teaching in addition to learning in and across informal contexts.
While DTALS can be used to examine any number of phenomena, this dissertation focuses on the community around Pokémon Go. The game, with its emphasis on geography and community, presents unique opportunities for research. This research draws on existing video game research which focuses on not only games but their communities, and in particular the learning and literacy activities which occur in these communities (Gee & Hayes, 2012; Hayes & Duncan, 2012; Squire, 2006; Steinkuehler, 2006).
The results here are presented as three separate manuscripts. Chapter Two takes a broad view of a local community of players, and discusses different player types and how they teach and learn around the game. Chapter Three focuses on families who play the game together, and in particular three focal parents who share their perceptions of the game's merits, especially its potential to promote family bonding and learning. Chapter Four discusses teaching, in particular guides written about the game and the ways in which they are situated in particular Discourses (Gee, 2014). Finally, Chapter Five offers implications from these three chapters, including implications for designers and researchers as well as calls for future research.
While DTALS can be used to examine any number of phenomena, this dissertation focuses on the community around Pokémon Go. The game, with its emphasis on geography and community, presents unique opportunities for research. This research draws on existing video game research which focuses on not only games but their communities, and in particular the learning and literacy activities which occur in these communities (Gee & Hayes, 2012; Hayes & Duncan, 2012; Squire, 2006; Steinkuehler, 2006).
The results here are presented as three separate manuscripts. Chapter Two takes a broad view of a local community of players, and discusses different player types and how they teach and learn around the game. Chapter Three focuses on families who play the game together, and in particular three focal parents who share their perceptions of the game's merits, especially its potential to promote family bonding and learning. Chapter Four discusses teaching, in particular guides written about the game and the ways in which they are situated in particular Discourses (Gee, 2014). Finally, Chapter Five offers implications from these three chapters, including implications for designers and researchers as well as calls for future research.
ContributorsTran, Kelly Michaela (Author) / Gee, Elisabeth R (Thesis advisor) / Gee, James P (Committee member) / Serafini, Frank (Committee member) / Arizona State University (Publisher)
Created2018
Description
PURPOSE: This study aimed to identify whether increased Pokémon GO use resulted in increased daily steps, compared to days when an individual did not play. In addition, this study examined Pokémon GO as a use case for for the study of gamification, particularly whether traditionally identified game mechanics in gamification literature were successfully identified as elements players enjoy when playing Pokémon GO. METHODS: A mixed methods approach, with 17 participants taking part in a daily physical activity tracking study and 14 participants participating in semi-structured interviews. In the use study, participant steps were tracked for one week using the Apple Health Kit application, and participants were also asked to provide daily answers to a variety of questions assessing game preferences and daily use of Pokémon GO - using the application called PACO. The semi-structured interviews examined self-reported physical activity, and asked questions pertaining to use of Pokémon GO, such as motivation to play. RESULTS: Results assessed by t-test indicate a small but non-significant trend towards increased steps taken on days when a participant played vs. did not play (t(72)=- .56, p=.57, mplay=5,0153220, mnonplay=4,5152,959). This was confirmed with a mixed model test showing that when controlling for time and participant’s baseline level of steps, there was no significant effect on steps/day. Results from the daily surveys and also the semi-structured interviews, indicated that nostalgia (i.e., catching ones’ favorite childhood Pokémon), was a strong motivator for many to play the game, which was counter to theoretical expectations. In line with previous theory, results suggested that operant conditioning principles appeared to be at work in terms of fostering game play use. DISCUSSION: Results of this study, which was a primarily hypothesis generating endeavor, indicated possible trends toward increased steps on days when a person plays Pokémon G), but - with such a small sample, and short-term length of study - no firm conclusions can be drawn. Further, results indicate the particular value of nostalgia as a driver towards game play for Pokémon GO.
ContributorsBiel, Alexander M (Author) / Hekler, Eric (Thesis advisor) / Ainsworth, Barbara (Committee member) / Buman, Matthew (Committee member) / Arizona State University (Publisher)
Created2016