Enactivism and Game Authoring: A study of Teacher Online Experience from Sociocultural Perspectives
Abstract
Abstract: This study explores an online learning world where game development was a center piece and social learning was an inherent feature rather than imposed. Grounded in enactivism, this paper examines the affordances of this environment, focusing on sociocultural perspectives. This qualitative case study involved 35 participating educators. Data included educators’ online interactions and written work. The results showed that the learning environment afforded ample opportunities for social learning, as reflected in the extent and ways the educators interacted and collaborated with each other. A total of nine categories of interactions were identified, illustrating the diverse types of social communication. Culture of learning, trauma, and games contributing to the formation of a culture were some major themes identified in educators’ reflections.
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