== Production 3: Serious Play and Learning: Connections between the Readings and the Hack-A-Game-Game ==

== Production 3: Serious Play and Learning: Connections between the Readings and the Hack-A-Game-Game ==

One overarching critique that is presented within the articles is one that echoes the notion of how education is shaped in this notion of a “banking model of education” type of environment (Freire, 1970). Although it was not labeled as such, many of the issues that they refer to deal with some of the dominant discourses that are present within this style of education. “The gamified vision of DGBL that fits best with standardized curriculum is one of competition, achievement and reward structures that reflects what Jackson (1968/1990), and many 596 J. Nolan and M. McBride since, have referred to as a ‘hidden curriculum’ of values and norms in keeping with existing power relations and institutional structures” (Nolan & Mcbride, 2014, p.596). Using this example it highlights many issues that games have run into in that, although being a different medium of generating knowledge it has sometimes further problematized oppressing structures in school which disenfranchises students.  

One overarching critique that is presented within the articles is one that echoes the notion of how education is shaped in this notion of a “banking model of education” type of environment (Freire, 1970). Although it was not labeled as such, many of the issues that they refer to deal with some of the dominant discourses that are present within this style of education. “The gamified vision of DGBL that fits best with standardized curriculum is one of competition, achievement and reward structures that reflects what Jackson (1968/1990), and many 596 J. Nolan and M. McBride since, have referred to as a ‘hidden curriculum’ of values and norms in keeping with existing power relations and institutional structures” (Nolan & Mcbride, 2014, p.596). Using this example it highlights many issues that games have run into in that, although being a different medium of generating knowledge it has sometimes further problematized oppressing structures in school which disenfranchises students.  

This problematized view of education structure led to reforms in how digital game-based learning approaches may be incorporated. Thumlert at al, spoke to the constructionist views of Papert, which looks at games as an “object to think with” (2018). There are also shortcomings in this thinking which Nolan & McBride allude to; institutions limit what students are able to do on their own, due to the nature of institutions appropriating play as instruments for the achievement of institutional goals or aims while nullifying autonomous play (Nolan & Mcbride, 2014).  

This problematized view of education structure led to reforms in how digital game-based learning approaches may be incorporated. Thumlert at al, spoke to the constructionist views of Papert, which looks at games as an “object to think with” (2018). There are also shortcomings in this thinking which Nolan & McBride allude to; institutions limit what students are able to do on their own, due to the nature of institutions appropriating play as instruments for the achievement of institutional goals or aims while nullifying autonomous play (Nolan & Mcbride, 2014).  

Nolan & McBride acknowledge the importance of this freedom that is allowed through this type of pedagogy in that “the use of children’s self-selected affinity spaces, such as games they are familiar with and enjoy, offer a context for the kind of open-ended, autonomous and situated meaningful learning that should be a key requirement for the use of DGBL (digital game-based learning) (2014, p.603).  

Nolan & McBride acknowledge the importance of this freedom that is allowed through this type of pedagogy in that “the use of children’s self-selected affinity spaces, such as games they are familiar with and enjoy, offer a context for the kind of open-ended, autonomous and situated meaningful learning that should be a key requirement for the use of DGBL (digital game-based learning) (2014, p.603).