Pub Date : 2021-06-17DOI: 10.1093/OSO/9780190926106.003.0003
Karen Schrier
Chapter 3 delves into the specific civics and ethics skills and knowledge that are necessary to teach. It dives into US standards, approaches, and frameworks, including the college, career, and civic life (C3) framework for social studies state standards; the civics assessment framework; the 10 proven practices for civics education; connected civics; action civics; and the Collaborative for Academic, Social and Emotional Learning (CASEL) framework. It also includes the Jubilee Centre for Character & Virtues framework from the United Kingdom. From these frameworks, the chapter poses three different themes and nine guiding questions. The three themes are real-world knowledge and action; connection and community; and critical thinking and inquiry, and the nine questions form the basis for the subsequent chapters in the book.
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Pub Date : 2021-06-17DOI: 10.1093/OSO/9780190926106.003.0004
Karen Schrier
Chapter 4 describes the type of civics and ethics knowledge necessary to learn, including the real- world structures, processes, and institutions of public life. It also includes ethical frameworks and approaches such as hedonism or utilitarianism, or virtues and moral habits. This knowledge forms the foundation for being able to civically engage and participate in society. The chapter also includes an overview of why gaining knowledge is necessary, what types of knowledge are necessary, and why games may support this. It also includes the limitations of using games to convey knowledge, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to build real-world knowledge. The chapter opens with the example Executive Command and also shares three examples in action: Win the White House, PolitiCraft, and Fable III.
第4章描述了需要学习的公民和伦理知识的类型，包括现实世界的结构、过程和公共生活的制度。它还包括道德框架和方法，如享乐主义或功利主义，或美德和道德习惯。这些知识构成了公民参与和参与社会的基础。这一章还概述了为什么获取知识是必要的，什么类型的知识是必要的，以及为什么游戏可以支持这一点。它还包括使用游戏传达知识的局限性，以及如何将这些局限性最小化。最后，它回顾了教师可以使用游戏来构建现实世界知识的策略。本章以《Executive Command》为例展开，并分享了三个实际例子:《Win The White House》、《PolitiCraft》和《Fable III》。
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Pub Date : 2021-06-17DOI: 10.1093/OSO/9780190926106.003.0011
Karen Schrier
Chapter 11 describes how games may help people practice problem-solving skills such as analyzing solutions and systems. How are social and civic problems solved, and how might games support this? How might games help to understand problems as being dynamic and systemic? The chapter includes an overview of why problem-solving and systems thinking matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore problems, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice problem-solving and systems analysis skills. It opens with the example of the game Plague Inc., and also shares four examples-in-action: Happy Farm, Papers, Please, Quandary, and Vox Pop.
{"title":"How Do We Analyze Problems and Systems?","authors":"Karen Schrier","doi":"10.1093/OSO/9780190926106.003.0011","DOIUrl":"https://doi.org/10.1093/OSO/9780190926106.003.0011","url":null,"abstract":"Chapter 11 describes how games may help people practice problem-solving skills such as analyzing solutions and systems. How are social and civic problems solved, and how might games support this? How might games help to understand problems as being dynamic and systemic? The chapter includes an overview of why problem-solving and systems thinking matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore problems, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice problem-solving and systems analysis skills. It opens with the example of the game Plague Inc., and also shares four examples-in-action: Happy Farm, Papers, Please, Quandary, and Vox Pop.","PeriodicalId":369055,"journal":{"name":"We the Gamers","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114238062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1093/oso/9780190926106.003.0001
Karen Schrier
Chapter 1 introduces the reader to the main arguments of the book We the Gamers. It provides an overview of why ethics and civics matter, why games matter in the practice of ethics and civics, and why these types of skills need to be taught at this particular moment in our lifetimes. The chapter provides the necessary context for the book—including the COVID-19 pandemic and concomitant health, economic, and social issues. To help solve these systemic, complex problems it is necessary to connect, civically engage, and ethically evaluate and deliberate. People need to not only learn these skills themselves, but teach their neighbors, community members, and leaders. This chapter reveals how games and gamers are already engaging in civics and ethics. Games are communities and public spheres where people come together to play, practice, deliberate, solve problems, and repair our world. The chapter also reviews the variety of games that may enable the practice of these skills, from in-person card games to big-budget console games, and from classroom-based collaborative games to livestreamed competitive games. Finally, this chapter introduces the concept of practicing as a citizen, which is to grapple with the complexity of humanity and governance. How do individuals “citizen” together and play with, critique, and redesign systems? How do games help people to overcome the unnecessary obstacles and unjust inequities of our world? How do people help one another to flourish as human beings?
{"title":"We the People","authors":"Karen Schrier","doi":"10.1093/oso/9780190926106.003.0001","DOIUrl":"https://doi.org/10.1093/oso/9780190926106.003.0001","url":null,"abstract":"Chapter 1 introduces the reader to the main arguments of the book We the Gamers. It provides an overview of why ethics and civics matter, why games matter in the practice of ethics and civics, and why these types of skills need to be taught at this particular moment in our lifetimes. The chapter provides the necessary context for the book—including the COVID-19 pandemic and concomitant health, economic, and social issues. To help solve these systemic, complex problems it is necessary to connect, civically engage, and ethically evaluate and deliberate. People need to not only learn these skills themselves, but teach their neighbors, community members, and leaders. This chapter reveals how games and gamers are already engaging in civics and ethics. Games are communities and public spheres where people come together to play, practice, deliberate, solve problems, and repair our world. The chapter also reviews the variety of games that may enable the practice of these skills, from in-person card games to big-budget console games, and from classroom-based collaborative games to livestreamed competitive games. Finally, this chapter introduces the concept of practicing as a citizen, which is to grapple with the complexity of humanity and governance. How do individuals “citizen” together and play with, critique, and redesign systems? How do games help people to overcome the unnecessary obstacles and unjust inequities of our world? How do people help one another to flourish as human beings?","PeriodicalId":369055,"journal":{"name":"We the Gamers","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124268613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.7551/mitpress/11538.003.0016
Karen Schrier
The world is in crisis. The people of the world are all connected, and rely on one another to make ethical decisions and to solve civic problems together. Ethics and civics have always mattered, but it is becoming more evident how much they matter. Teaching ethics and civics is essential to the future. This book argues that games can encourage the practice of ethics and civics. They can help people to connect, deliberate, reflect, and flourish. They can help people to reimagine systems and solve problems. Games are communities and public spheres. Like all communities, they may encourage care, connection, and respect. They may also be used for hate, disinformation, and exclusion. Games reveal humanity’s compassion as well as its cruelty. We the Gamers provides research-based perspectives related to why and how people should play, make, and use games in ethics, civics, character, and social studies education. The book also shows how people are already engaging in ethics and civics through games. It systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as resources, activities, and case studies. It includes examples of all different types of games—virtual reality, mobile, computer, and card games, and big-budget commercial games, indie games, and more. How can people play and design a new world, together?
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Pub Date : 2021-06-17DOI: 10.1093/OSO/9780190926106.003.0013
Karen Schrier
Chapter 13 describes the practical and logistical considerations of playing and using games in the classroom, in remote learning environments, or in other educational contexts. This includes how games are chosen for students and curricula, as well as the additional activities around and during games. A table in this chapter outlines different categories of questions to ask about incorporating games into learning experiences, including questions about technological constraints, teacher expertise, gameplay, and student needs. Finally, this chapter covers some assessment considerations, such as what types of ways learning may be assessed through and around the game.
{"title":"Guidelines, Questions, and Considerations","authors":"Karen Schrier","doi":"10.1093/OSO/9780190926106.003.0013","DOIUrl":"https://doi.org/10.1093/OSO/9780190926106.003.0013","url":null,"abstract":"Chapter 13 describes the practical and logistical considerations of playing and using games in the classroom, in remote learning environments, or in other educational contexts. This includes how games are chosen for students and curricula, as well as the additional activities around and during games. A table in this chapter outlines different categories of questions to ask about incorporating games into learning experiences, including questions about technological constraints, teacher expertise, gameplay, and student needs. Finally, this chapter covers some assessment considerations, such as what types of ways learning may be assessed through and around the game.","PeriodicalId":369055,"journal":{"name":"We the Gamers","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127267238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-17DOI: 10.1093/OSO/9780190926106.003.0008
Karen Schrier
Chapter 8 describes how games may help people to cultivate empathy, compassion, care, and respect for others. How do individuals learn how to treat people with dignity and humanity, and how might games support this? What are the best practices and strategies for supporting perspective-taking and bias reduction using games? The chapter includes an overview of why perspective-taking and compassion matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore our perspectives and biases, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice skills related to empathy and compassion. It opens with the VR experiences Tree and 1000 Cut Journey, and also shares five examples-in-action: Mission US, Attentat 1942, The Migrant Trail, The Road Not Taken, and When Rivers Were Trails.
{"title":"How Do We Cultivate Compassion and Respect for Others?","authors":"Karen Schrier","doi":"10.1093/OSO/9780190926106.003.0008","DOIUrl":"https://doi.org/10.1093/OSO/9780190926106.003.0008","url":null,"abstract":"Chapter 8 describes how games may help people to cultivate empathy, compassion, care, and respect for others. How do individuals learn how to treat people with dignity and humanity, and how might games support this? What are the best practices and strategies for supporting perspective-taking and bias reduction using games? The chapter includes an overview of why perspective-taking and compassion matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore our perspectives and biases, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice skills related to empathy and compassion. It opens with the VR experiences Tree and 1000 Cut Journey, and also shares five examples-in-action: Mission US, Attentat 1942, The Migrant Trail, The Road Not Taken, and When Rivers Were Trails.","PeriodicalId":369055,"journal":{"name":"We the Gamers","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126569204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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