Ranciere의 보편적 가르침에 비추어본 게임기반학습의 존재론적 의미: 학습자에서 플레이어로

초록

To investigate the ontological meaning of game-based learning, this study examined the player experience in light of Rancière’s universal teaching. Consequently, the characteristics of the player experience were summarized as “first-person experience with emotions,” “living in the present, neither representation nor virtual,” and “connecting and talking in a horizontal relationship.” As a result of analyzing the qualities of player experience, it was discovered that the game-based learning planning and operation process can alter depending on whether the individual engaging in the game-based learning is considered as a learner or a player. Therefore, in the light of Rancière’s aesthetic community, we explored ideas about how learners can become players. There are three prerequisites for the learner to transform the concept into a player: “a community that shares a frame,” “a community where autonomy is realized,” and “a community that can be visualized as sensible.” It can be observed that, before creating a game tool or implementing it as a method for a class, it is required to understand the time and space features of the game in which the player participates, as well as the relationship characteristics described therein. There was one. This study goes beyond the discussion of what is good content for game-based learning and serves as a starting point to discuss what kind of learning experience game-based learning will provide to learners who have become players. At the same time, in the process where the game meets learning, it is meaningful in that it induces a change in the perception of the existing game-based learning, which was confined to the word “learner” and took only the instrumental properties of the game.

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