Voxel generation. Raising awareness for informatics and society among high-school pupils through a game-design project

Vera Schwarz; Gerit Götzenbrucker; Fares Kayali; Christiane Grill; Peter Purgathofer

doi:10.5771/2192-4007-2020-1-89

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- 1–7 EDITORIAL 1–7
  - Editorial Thomas Zerback, Andreas M. Scheu, Matthias R. Hastall, Christoph Neuberger, Juliana Raupp Thomas Zerback, Andreas M. Scheu, Matthias R. Hastall, Christoph Neuberger, Juliana Raupp
- 8–124 FULL PAPER 8–124
  - 8–34 Why do politicians use Facebook and Twitter the way they do? The influence of perceived audience expectations Ole Kelm Ole Kelm 8–34
  - 35–61 Ontology of opposition online. Representing antagonistic structures on the Internet Benjamin Krämer, Nina Springer Benjamin Krämer, Nina Springer 35–61
  - 62–88 Gendered hate speech in YouTube and YouNow comments: Results of two content analyses Nicola Döring, M. Rohangis Mohseni Nicola Döring, M. Rohangis Mohseni 62–88
  - 89–124 Voxel generation. Raising awareness for informatics and society among high-school pupils through a game-design project Vera Schwarz, Gerit Götzenbrucker, Fares Kayali, Christiane Grill, Peter Purgathofer Vera Schwarz, Gerit Götzenbrucker, Fares Kayali, Christiane Grill, Peter Purgathofer 89–124
- 125–149 RESEARCH-IN-BRIEF 125–149
  - Mit zweierlei Maß gemessen? Ein Vergleich der für Politiker und Fußballer bei Steuer- und Drogendelikten geforderten Konsequenzen Catharina Vögele Catharina Vögele
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SCM Studies in Communication and Media , page 89 - 124

Voxel generation. Raising awareness for informatics and society among high-school pupils through a game-design project

Autoren

Vera Schwarz Gerit Götzenbrucker Fares Kayali Christiane Grill Peter Purgathofer

DOI
- doi.org/10.5771/2192-4007-2020-1-89
- ISSN: 2192-4007
- ISSN online: 2192-4007
Abstract

Our research project was aimed at teaching high-school pupils game design skills and raising their awareness for the subject area “informatics and society.” A project-based-teaching approach enabled us to incorporate social learning by having teams of pupils work on informatics-and-society topics and subsequently design their own games. The focus of this article is an online survey conducted twice, at the beginning and end of the pupils’ project participation, showing if and how the participants’ attitudes towards and awareness of informatics and society changed during this school year. We discuss the most important survey results, also in relation to studies on internet use of adolescents in the German-speaking countries. Additionally, an evaluation group discussion with the involved teachers provides expert validity. We found that our project-based and social-learning approach was successful in raising awareness for informatics and society as well as in teaching game design.
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