Teaching and learning as explorative action games. Guidelines for the design of dialogic educational technology

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In this paper, I develop a view of teaching and learning as explorative actiongames (TaLEAG). The concept of the action game is borrowed from Weigand’s(2010) Theory of Dialogic Action Games or Mixed Game Model (MGM). TheMGM rests on two basic assumptions: communication is dialogic and languageis action. These two assumptions are adapted to teaching and learning in generaland to what I call explorative action games in particular. The ensuing discussionrevolves around the question of how educational technology should be designedin order to facilitate learning in the context of explorative action games.The paper is structured as follows: Following the introduction, I will outline atheory of teaching and learning that is derived from the main assumptions ofthe MGM. The focus here is on the dyad of action and reaction in TaLEAG.I will describe the main features of the initial speech act in the game, which Icall the explorative speech act, as well as of the discover speech act as reaction tothe explorative. In the second step, TaLEAG is connected to a view of learningas conceptual change learning (CCL). In the final step, this will lead us to a setof preliminary guidelines for the design of educational technology. The paperthen concludes with an outlook on the direction educational technology shouldtake in the near future.


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