Inhaltszusammenfassung

Research has mainly neglected to examine if the possible antagonism of play/games and seriousness affects the educational potential of serious gaming. This article follows a microsociological approach and treats play and seriousness as different social frames, with each being indicated by significant symbols and containing unique social rules, adequate behavior and typical consequences of action. It is assumed that due to the specific qualities of these frames, serious frames are perceived as...Research has mainly neglected to examine if the possible antagonism of play/games and seriousness affects the educational potential of serious gaming. This article follows a microsociological approach and treats play and seriousness as different social frames, with each being indicated by significant symbols and containing unique social rules, adequate behavior and typical consequences of action. It is assumed that due to the specific qualities of these frames, serious frames are perceived as more credible but less entertaining than playful frames – regardless of subject matter. Two empirical studies were conducted to test these hypotheses. Results partially confirm expectations, but effects are not as strong as assumed and sometimes seem to be moderated by further variables, such as gender and attitudes. Overall, this article demonstrates that the educational potential of serious gaming depends not only on media design, but also on social context and personal variables.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Erziehung, Schul- und Bildungswesen