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.
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Amory, A. (2009). Learn to Play to Learn: Activity System as Reflection. In: Petrovic, O., Brand, A. (eds) Serious Games on the Move. Springer, Vienna. https://doi.org/10.1007/978-3-211-09418-1_4
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DOI: https://doi.org/10.1007/978-3-211-09418-1_4
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