The Game Object Model and expansive learning: creation, instantiation, expansion, and re-representation

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dc.contributor.authorAmory, Alan
dc.contributor.authorMolomo, Bolepo
dc.contributor.authorBlignaut, Seugnet
dc.date.accessioned2016-06-14T09:31:08Z
dc.date.available2016-06-14T09:31:08Z
dc.date.issued2011
dc.description.abstractIn this paper, the collaborative development, instantiation, expansion and re-representation as research instrument of the Game Object Model (GOM) are explored from a Cultural Historical Activity Theory perspective. The aim of the paper is to develop insights into the design, integration, evaluation and use of video games in learning and teaching. The first part of the research deductively analyses the historical development of the GOM over the past 12 years against the expansive learning cycle. Thereafter the open-ended reflections of participants who attended a workshop to re-represent the GOM as an instrument to evaluate computer games for the classroom were analyzed using both interpretive and deductive qualitative approaches. The development of the GOM and associated models showed that the prime unit of analysis was collective, tool-mediated and object-oriented activity. Findings show that, during each expansive learning cycle, the model functioned first as object and then as tool. Analyses of the activity associated with the development of the GOM instrument to evaluate computer video games fostered individual understanding of the role of games in education and transformed world views in all non-positivist participants. The development of the GOM and associated models supported multiple points of view in which activity system and individual contradictions drove expansive learning cycles and individual transformations. Future research should investigate the efficacy of the GOM-based game evaluation instrument developed as a product of this research.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationAmory, A., Molomo, B., & Blignaut, S. (2011). The Game Object Model and expansive learning: Creation, instantiation, expansion, and re-representation. Perspectives in Education, 29(4), 87-98.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/2871
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectExpansive learningen_ZA
dc.subjectTool mediationen_ZA
dc.subjectComputer video gamesen_ZA
dc.subjectTransformationen_ZA
dc.subjectNon-positivist participantsen_ZA
dc.subjectGame Object Modelen_ZA
dc.subjectGame Achievement Modelen_ZA
dc.subjectCultural Historical Activity Theoryen_ZA
dc.titleThe Game Object Model and expansive learning: creation, instantiation, expansion, and re-representationen_ZA
dc.typeArticleen_ZA
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PiE 2011 Volume 29 Issue 4