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Computer Science education research establishes collaboration among students as a key component in learning, particularly its role in pair programming. Furthermore, research shows that girls, an underrepresented population in computing, benefit from collaborative learning environments, contributing to their persistence in CS. However, too few studies examine the role and benefits of collaborative learning, especially collaborative talk, among African-American girls in the context of complex tasks like designing video games for social change. In this exploratory study, we engage 4 dyads of African-American middle school girls in the task of designing a video game for social change, recording the dyads' conversations with their respective partners over an eight-week summer game design experience during the second year of what has now become a six-year study. Qualitative analysis of dyadic collaborative discussion reveals how collaborative talk evolves over time in African-American middle-school girls.
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Gaming Representation' offers a timely and interdisciplinary call for greater inclusivity in video games. The issue of equality transcends the current focus in the field of Game Studies on code, materiality, and platforms. Journalists and bloggers have begun to hold the digital game industry and culture accountable for the discrimination routinely endured by female gamers, queer gamers, and gamers of color. Video game developers are responding to these critiques, but scholarly discussion of representation in games has lagged behind. Contributors to this volume examine portrayals of race, gender, and sexuality in a range of games, from casuals like Diner Dash, to indies like Journey and The Binding of Isaac, to mainstream games from the Grand Theft Auto, BioShock, Spec Ops, The Last of Us, and Max Payne franchises. Arguing that representation and identity function as systems in games that share a stronger connection to code and platforms than it may first appear, 'Gaming Representation' pushes gaming scholarship to new levels of inquiry, theorizing, and imagination.
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Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. It involves identifying and understanding a problem, articulating an algorithm or set of algorithms in the form of a solution to the problem, implementing that solution in such a way that the solution solves the problem, and evaluating the solution based on some set of criteria. CAT is an important scaffolded on-ramp as students develop more advanced computational thinking capabilities and apply computational thinking to solve problems that are more constrained and require greater expertise. Supporting Computational Algorithmic Thinking (SCAT) is both a longitudinal between-subjects research project and a free enrichment program supporting and guiding African-American middle school girls over three years as they iteratively design a set of complex games for social change. This article explores Scholars' reflections about the difficulties they faced while using CAT capabilities as they engaged in collaborative game design for social change over those three years. We particularly focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as Scholars become more expert game designers and computational algorithmic thinkers.
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Traces the rise of black participation in cyberspace.Deftly interweaving history, culture, and critical theory, Anna Everett traces the rise of black participation in cyberspace, particularly during the early years of the Internet. She challenges the problematic historical view of black people as quintessential information-age outsiders or poster children for the digital divide by uncovering their early technolust and repositioning them as eager technology adopters and consumers, and thus as coconstituent elements in the information technology revolution. She offers several case studies that include lessons learned from early adoption of the Internet by the Association of Nigerians Living Abroad and their Niajanet virtual community, the grassroots organizing efforts that led to the phenomenally successful Million Woman March, the migration of several historic black presses online, and an interventionist critique of race in contemporary video games. Ultimately, Digital Diaspora shows how African Americans and African diasporic peoples developed the necessary technomastery to ride in the front of the bus on the information superhighway.Anna Everett is Professor of Film and Media Studies at the University of California, Santa Barbara. Her books include Learning Race and Ethnicity: Youth and Digital Media; New Media: Theories and Practices of Digitextuality; and Returning the Gaze: A Genealogy of Black Film Criticism, 1909–1949.
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