SZ7BP_PHAE Computer Games and Education

Faculty of Education
Autumn 2011
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Patrik Vacek (seminar tutor)
Guaranteed by
prof. PhDr. Oldřich Šimoník, CSc.
Department of Education – Faculty of Education
Contact Person: Mgr. Patrik Vacek
Timetable of Seminar Groups
SZ7BP_PHAE/01: Thu 7:55–9:35 učebna 34, P. Vacek
Prerequisites
Helpful and prejudice-free approach to computer games and its possible use within educational process.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 0/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
there are 53 fields of study the course is directly associated with, display
Course objectives
At the end of the course students should be able to: understand and explain problems of the use of computer games in education; create their own methodical material for practical use in the class; discuss the problem and make reasoned decisions about the computer games and education agenda.
Syllabus
  • 1. Early years: mainframes and computer game pioneers. 2. Game culture in 1980s and 1990s. 8bits and entering of computer game culture into households. 3. Concurrent educational and aesthetic potential of computer games. 4. Computer games and plastic arts; theory and history of visuality within computer game culture. 5. Game industry economy and self-reflexive tendencies within the industry: principal game designers, studios and gamers. 6. Cult games and seriality in games: reception isssues. 7. Game genres: RPG, strategies, 3D FPS, 2D action games, simulations, platform games, adventures, computer games and cinema. 8. Computer games and education. 9. Adventures and RPGs as an analogy for current literature; computer games and foreign languages learning. 10. Computer games, history and cultural geography. 11. Playing logic games/puzzles as a specific journey towards IQ development. 12. Violence, racisms and ideology in computer games: a call for actual use of civic education. 13. Final assessment and discussion.
Literature
  • GEE, James Paul. What video games have to teach us about learning and literacy. 1st pbk. ed. New York: Palgrave Macmillan, 2004, 225 s. ISBN 1403965382. info
  • The video game theory reader. Edited by Bernard Perron - Mark J. P. Wolf. London: Routledge, 2009, xix, 430. ISBN 9780415962834. info
  • ATKINS, Barry. More than a game : the computer game as fictional form. New York: Manchester University Press, 2003, 170 s. ISBN 0719063655. info
  • MORRIS, Dave. The art of game worlds. Illustrated by Leo Hartas. Lewes: Ilex, 2004, 192 s. ISBN 1904705340. info
  • FORSTER, Winnie. The encyclopedia of game.machines : consoles, handhelds & home computers 1972-2005. Edited by David McCarthy, Translated by Rafael Dyll. Utting: Gameplan, 2005, 224 s. ISBN 3000153594. info
Teaching methods
Lecture and class discussion - both aimed at deeper understanding of the problem of computer games in education.
Assessment methods
Each student is going to present his/her own proposal of an original methodical work (with a minimal length of 9000 characters) related to computer games and aimed at primary and secondary education teachers’ needs (computer games in foreign language education, art history, civic education, literature etc.).
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2011/SZ7BP_PHAE