Whilst there has been considerable research into the
potential uses of digital games in the classroom, there has
been less investigation into the educational value of
Alternate Reality Games (ARGs). Unlike console or
computer games, in ARGs the game-world is constructed
through a combination of on- and off-screen media, and is
created and shaped through dynamic dialogue between the
designers and players. To create and play an ARG, children
are not required to develop programming skills or negotiate
gaming software. Instead the players and designers of
ARGs create the game elements through the creative and
inventive use of ubiquitous communication technologies
and artifacts. In this paper I will be reporting on a crosscurricular multi-media literacy project undertaken in a large
South London Primary School over two years, which
represents one element of my ongoing research into the
potential of Alternate Reality Gaming in Primary
Education. In this, the children collaborated with the
teacher to design and play an ARG with and for their peers.
This research demonstrates that ARGs represent an
innovative means for children to explore and develop their
understanding and experiences of learning and literacy
practices across media. In this project, the students made
good use of their existing knowledge of games and the
affordances of various media and narrative conventions.
Through the active production of ARGs, they explored the
relationships between these forms, in new ways.
%0 Conference Paper
%1 colvert-peer
%A Colvert, Angela
%B Proceedings of DiGRA 2009
%D 2009
%K ARG alternate design education game games haifa-games-course learning primary reality
%T Peer Puppeteers: Alternate Reality Gaming in Primary School Settings
%U http://www.digra.org:8080/Plone/dl/db/09287.19018.pdf
%X Whilst there has been considerable research into the
potential uses of digital games in the classroom, there has
been less investigation into the educational value of
Alternate Reality Games (ARGs). Unlike console or
computer games, in ARGs the game-world is constructed
through a combination of on- and off-screen media, and is
created and shaped through dynamic dialogue between the
designers and players. To create and play an ARG, children
are not required to develop programming skills or negotiate
gaming software. Instead the players and designers of
ARGs create the game elements through the creative and
inventive use of ubiquitous communication technologies
and artifacts. In this paper I will be reporting on a crosscurricular multi-media literacy project undertaken in a large
South London Primary School over two years, which
represents one element of my ongoing research into the
potential of Alternate Reality Gaming in Primary
Education. In this, the children collaborated with the
teacher to design and play an ARG with and for their peers.
This research demonstrates that ARGs represent an
innovative means for children to explore and develop their
understanding and experiences of learning and literacy
practices across media. In this project, the students made
good use of their existing knowledge of games and the
affordances of various media and narrative conventions.
Through the active production of ARGs, they explored the
relationships between these forms, in new ways.
@inproceedings{colvert-peer,
abstract = {Whilst there has been considerable research into the
potential uses of digital games in the classroom, there has
been less investigation into the educational value of
Alternate Reality Games (ARGs). Unlike console or
computer games, in ARGs the game-world is constructed
through a combination of on- and off-screen media, and is
created and shaped through dynamic dialogue between the
designers and players. To create and play an ARG, children
are not required to develop programming skills or negotiate
gaming software. Instead the players and designers of
ARGs create the game elements through the creative and
inventive use of ubiquitous communication technologies
and artifacts. In this paper I will be reporting on a crosscurricular multi-media literacy project undertaken in a large
South London Primary School over two years, which
represents one element of my ongoing research into the
potential of Alternate Reality Gaming in Primary
Education. In this, the children collaborated with the
teacher to design and play an ARG with and for their peers.
This research demonstrates that ARGs represent an
innovative means for children to explore and develop their
understanding and experiences of learning and literacy
practices across media. In this project, the students made
good use of their existing knowledge of games and the
affordances of various media and narrative conventions.
Through the active production of ARGs, they explored the
relationships between these forms, in new ways.},
added-at = {2010-09-23T16:20:10.000+0200},
author = {Colvert, Angela},
biburl = {https://www.bibsonomy.org/bibtex/2c69bd0a980c4da5f2c8bf6a129d1d3d0/yish},
booktitle = {Proceedings of DiGRA 2009},
interhash = {2adaed7fcd84e3519da0be402cc9fef6},
intrahash = {c69bd0a980c4da5f2c8bf6a129d1d3d0},
keywords = {ARG alternate design education game games haifa-games-course learning primary reality},
timestamp = {2010-09-23T16:20:10.000+0200},
title = {Peer Puppeteers: Alternate Reality Gaming in Primary School Settings},
url = {http://www.digra.org:8080/Plone/dl/db/09287.19018.pdf},
year = 2009
}