The game ontology project: supporting learning while contributing authentically to game studies

Abstract

Learning research has argued the importance of providing authentic contexts for learning. However, traditional learning environments are often disconnected from external communities of practice. For example, students might design and carry out scientific experiments that are valuable pedagogically, but do not contribute to science itself. In this study, we used the Game Ontology Project (GOP), a wiki-enabled hierarchy of elements of gameplay used by games studies researchers, in a game design class. Students found it useful for learning. However, encouraging sustained participation was challenging because students tended to view the GOP as a static source, rather than a participatory and editable resource. Expert analysis of the student's contributions to the ontology found them to be useful and significant. We conclude with thoughts on the importance of these kinds of authentic environments in traditional learning.

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