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- Linderoth, Jonas, 1970-, et al.
(författare)
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Being an Educator and Game Developer : The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production
- 2019
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Ingår i: Journal Simulation & Gaming. - : Sage Publications. - 1046-8781 .- 1552-826X. ; 50:6, s. 771-788
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Tidskriftsartikel (refereegranskat)abstract
- Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.
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- Linderoth, Jonas, 1970
(författare)
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Creating stories for a composite form: Video game design as frame orchestration
- 2015
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Ingår i: Journal of Gaming & Virtual Worlds. - : Intellect Ltd.. - 1757-191X .- 1757-1928. ; 7:3, s. 279-298
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Tidskriftsartikel (refereegranskat)abstract
- Storytelling in games in the early years of game studies was seen as being in conflict with gameplay. Departing from that debate, I argue that it is productive to see video games as a composite form supporting different frames for involvement. Against this backdrop the article reports an interview study with game developers, asking what it means to author stories for a composite form. The main results show that the developers do not see storytelling as the defining trait of video games, but as a component in a whole product. The developers display a specific gaze for how players shift their attention between frames. An important skill for the developers is to try to control these shifts in order to enforce the emotions they want the player to have. This specific skill is labelled framework orchestration. Stories are here but one of the tools the developers have at their disposal. © 2015 Intellect Ltd Article.
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- Linderoth, Jonas, 1970
(författare)
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Lärarens återkomst : från förvirring till upprättelse
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I debattboken Lärarens återkomst ger pedagogikprofessorn och spelforskaren Jonas Linderoth upprättelse till den svenska lärarkåren. De lärare som tror på att undervisa har under lång tid demoniserats av politiker, skolforskare, fackförbund och lärarutbildare. Detta menar författaren är en av orsakerna till Sveriges lärarbrist och en delförklaring till svensk skolas stora problem. Idéer om att elever lär sig bäst när de söker kunskap på egen hand, att man inte bör dela in skolan i olika ämnen och att all kunskap endast är konstruktioner har skadat läraryrkets själva kärna. Denna konstruktivistiskt inspirerade pedagogik berövar elever rätten till en god utbildning. Linderoth visar på skadeverkningarna inom svensk skola på flera nivåer: från grundskolan till lärarutbildningen. Lärarens återkomst är en debattbok som introducerar ett alternativt perspektiv på lärande, samt gör en mycket kritisk genomlysning av skolans digitalisering. Det är hög tid att bryta förvirringen och åter respektera lärarprofessionen. Håller du med om detta är du redo för Lärarens återkomst.
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- Linderoth, Jonas, 1970
(författare)
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Lärarens återkomst : från förvirring till upprättelse [ljudbok]
- 2017
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Ingår i: Lärarens återkomst: från förvirring till upprättelse. - Stockholm : Natur & Kultur Digital. - 9789127823006
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Författare: Jonas Linderoth Inläsare: Jonas Linderoth I debattboken Lärarens återkomst ger pedagogikprofessorn och spelforskaren Jonas Linderoth upprättelse till den svenska lärarkåren. De lärare som tror på att undervisa har under lång tid demoniserats av politiker, skolforskare, fackförbund och lärarutbildare. Detta menar författaren är en av orsakerna till Sveriges lärarbrist och en delförklaring till svensk skolas stora problem. Idéer om att elever lär sig bäst när de söker kunskap på egen hand, att man inte bör dela in skolan i olika ämnen och att all kunskap endast är konstruktioner har skadat läraryrkets själva kärna. Denna konstruktivistiskt inspirerade pedagogik berövar elever rätten till en god utbildning. Linderoth visar på skadeverkningarna inom svensk skola på flera nivåer: från grundskolan till lärarutbildningen. Lärarens återkomst är en debattbok som introducerar ett alternativt perspektiv på lärande, samt gör en mycket kritisk genomlysning av skolans digitalisering. Det är hög tid att bryta förvirringen och åter respektera lärarprofessionen. Håller du med om detta är du redo för Lärarens återkomst.
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- Paul-Visse, Gesine, et al.
(författare)
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Safety and tolerability of intracerebroventricular PDGF-BB in Parkinson's disease patients
- 2015
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Ingår i: Journal of Clinical Investigation. - 0021-9738 .- 1558-8238. ; 125:3, s. 1339-1346
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND. Recombinant human PDGF-BB (rhPDGF-BB) reduces Parkinsonian symptoms and increases dopamine transporter (DAT) binding in several animal models of Parkinson's disease (PD). Effects of rhPDGF-BB are the result of proliferation of ventricular wall progenitor cells and reversed by blocking mitosis. Based on these restorative effects, we assessed the safety and tolerability of intracerebroventricular (i.c.v.) rhPDGF-BB administration in individuals with PD. METHODS. We conducted a double-blind, randomized, placebo-controlled phase I/IIa study at two clinical centers in Sweden. Twelve patients with moderate PD received rhPDGF-BB via an implanted drug infusion pump and an investigational i.c.v. catheter. Patients were assigned to a dose cohort (0.2, 1.5, or 5 mu g rhPDGF-BB per day) and then randomized to active treatment or placebo (3:1) for a 12-day treatment period. The primary objective was to assess safety and tolerability of i.c.v.-delivered rhPDGF-BB. Secondary outcome assessments included several clinical rating scales and changes in DAT binding. The follow-up period was 85 days. RESULTS. All patients completed the study. There were no unresolved adverse events. Serious adverse events occurred in three patients; however, these were unrelated to rhPDGF-BB administration. Secondary outcome parameters did not show dose-dependent changes in clinical rating scales, but there was a positive effect on DAT binding in the right putamen. CONCLUSION. At all doses tested, i.c.v. administration of rhPDGF-BB was well tolerated. Results support further clinical development of rhPDGF-BB for patients with PD.
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The Dark Side of Game Play: Controversial Issues in Playful Environments
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Games allow players to experiment and play with subject positions, values and moral choice. In game worlds players can take on the role of antagonists; they allow us to play with behaviour that would be offensive, illegal or immoral if it happened outside of the game sphere. While contemporary games have always handled certain problematic topics, such as war, disasters, human decay, post-apocalyptic futures, cruelty and betrayal, lately even the most playful of genres are introducing situations in which players are presented with difficult ethical and moral dilemmas. This volume is an investigation of "dark play" in video games, or game play with controversial themes as well as controversial play behaviour. It covers such questions as: Why do some games stir up political controversies? How do games invite, or even push players towards dark play through their design? Where are the boundaries for what can be presented in a games? Are these boundaries different from other media such as film and books, and if so why? What is the allure of dark play and why do players engage in these practices?
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