Thorkild Hanghøj (2008) Playful Knowledge: An Explorative Study of Educational Gaming, PhD Dissertation, Institute of Literature, Media and Cultural Studies University of Southern Denmark
This dissertation can be read as an attempt to explore the widespread assumption that games have educational value within the context of formal schooling. More specifically, this study tries to answer a number of questions related to this assumption: Why should games have a place in formal education? How should educational games support teaching and learning? And what characterises “good” educational game design? These questions are repeatedly being addressed by game designers, policy makers, educators, news media and researchers in an attempt to explore – and often promote – the assumed learning potential of games. To bring matters to a head, such questions are often driven by an attempt to legitimise the educational use of games instead of actually exploring whether this goal is desirable or how it can be achieved.
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