1 Department for the Study of Culture, Faculty of Humanities, SDU2 Faculty of Humanities, SDU3 Medier, Department for the Study of Culture, Faculty of Humanities, SDU4 Media, Department for the Study of Culture, Faculty of Humanities, SDU5 Media, Department for the Study of Culture, Faculty of Humanities, SDU
The present paper argues that integration of scholastic knowledge in computer games is a design challenge and one that will only work if you preserve the computer game as a game. This is important cause if you don’t adhere to or understand the dynamics of computer games you run the risk of destroying your own goal. In order to integrate the scholastic curriculum in computer games for a learning purpose it is and can not be stressed enough important to preserve the action-outcome circle inside the game world. Stated in simpler terms this means that users of learning games must see and experience them as games and not as tools for learning. This may sound like a paradox but it isn’t. It is a question of point of view. From the youngsters viewpoint the game is a game with a recognizable and well know form but with another or changed content. From the teachers view the game is a facilitator of scholastic knowledge.
Spil, læring, design, skolastisk curriculum; Learning, games, design, school and scholastic curriculum