ABSTRACT

This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of design critique is examined, focusing on how the participants make relevant norms and values concerning what constitutes a ‘good’ game. The results of the study show that the children and their teacher orient to different themes that concern aesthetic, functional, and ethical aspects of the games and the design process, at the same time as a moral order in and for the conduct of critique is accomplished in interaction. The study sheds light on the emergence of a local culture of critique as the children learn to formulate and respond to peer feedback, thus negotiating and developing digital literacy.

摘要

这项研究探索了瑞典四年级教室中对游戏设计评论的定位实践。这些分析是基于使用Scratch软件进行的有关计算思维的项目中同伴反馈活动的视频记录。利用民族方法论和对话分析，考察了设计批判的互动和协作完成情况，重点是参与者如何就构成“好”游戏的规则和价值观做出相关规定。研究结果表明，孩子和他们的老师针对游戏和设计过程的美学，功能和道德方面的不同主题进行了定向，同时完成了批判和进行批判的道德秩序在互动中。该研究揭示了当地批判文化的出现，因为孩子们学会了制定和回应同伴的反馈意见，从而谈判和发展了数字素养。