Tag Article List: higher education

It’s Dangerous to Learn Alone – Play This: Video Games in Higher Education, Particularly in the Composition Classroom

Joy Sterrantino
Southern Utah University
Cedar City, Utah, United States
sterrantino@suu.edu

Abstract

When people think of educational games, they often just think of ones geared towards kids:  these might include spelling and vocabulary games like Scribblenauts, creative games such as  Minecraft , as well as historical games such as Carmen [Sandiego]’s Ancient Caper, but according to the Entertainment Software Association in 2019, 65% of adults play video games (almost half of which are female), the average gamer is 33 years old, and 63% of all gamers are playing with others at least one hour a week (“Essential Facts” 4, 5, 8). This means that the majority of the population plays video games of one type or another. Video games are part of most people’s discourse today, so it is odd that they are virtually ignored as a pedagogy once students enter middle or high school, and they certainly are not considered as a viable learning method in college. However, since games may be the key to how the majority of people of all ages learn best, it is a tool worth utilizing in higher education. I believe in particularly stressful classes, such as freshman composition, gamifying the classes can help reduce student stress and help achievement by couching complex and unfamiliar ideas in a fun and familiar structure. 

 Thus, dialect is important because we often get caught up in “proper dialects,” academic language and in this case, traditional academic formats. And while these are important to learn, students can learn them better when working by adapting an already-effective language to new and often intimidating information. Gaming has been proven to be one of the most effective methods of motivation and feedback to exist which is exactly what students need.

Keywords: video games, higher education, composition, writing, dialect, English, game, gaming, university, fun

Author Bio

Joy Sterrantino is an English professor at Southern Utah University, where she teaches a Writing About Video Games composition course; she also teaches composition classes about Big Brother, conspiracy theories, art, and science fiction, as well as teaching Science Fiction literature and Shakespeare classes. Her interests in video games include the prominence of the dystopian genre, the creation of fictional cultures, and game structure as a means of motivation in higher education. She is currently working with a team to gamify her composition class through the Canvas education management system.

Suggested Reference

MLA

Sterrantino, Joy. “It’s Dangerous to Learn Alone- Play This: Video Games in Higher Education, Particularly in the Composition Classroom.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 8(3). http://journaldialogue.org/issues/v8-issue-3/its-dangerous-to-learn-alone-play-this-video-games-in-higher-education-particularly-in-the-composition-classroom

APA

Sterrantino, Joy. It’s Dangerous to Learn Alone- Play This: Video Games in Higher Education, Particularly in the Composition Classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. vol 8, no. 3, 2021. http://journaldialogue.org/issues/v8-issue-3/its-dangerous-to-learn-alone-play-this-video-games-in-higher-education-particularly-in-the-composition-classroom/

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Studying Silence in Popular Culture

Kathy Merlock Jackson
Virginia Wesleyan University
Norfolk, Virginia, USA
kmjackson@vwu.edu

Terry Lindvall
Virginia Wesleyan University
Norfolk, Virginia, USA
tlindvall@vwu.edu

Abstract

This article explains the impetus for and execution of a team-taught, interdisciplinary class in silence using popular culture materials and practices, such as silent film, music, meditation, and mime. The course identifies individuals as possessing characteristics of introversion and extraversion and explores the role of silence in the modern world, incorporating the following: (1) Foundations for the Study of Silence, (2) The History of Silence, (3) The Role of Silence in Spirituality, Creativity and Reflection, (4) Silence in Communication Study, (5) Silent Film and Silence in Film, (6) The Role of Silence in a Highly Technological, Mediated World, and (7) Student Research Presentations. The class made students aware of the media-rich environment in which they live as well as the choices they have to seek quiet..

Keywords: Popular Culture, Silence, Quiet, Introversion, Extraversion, Spirituality, Creativity, Silent Film, Meditation, Mime, Interdisciplinary, Undergraduate Teaching, Higher Education, Curriculum Development

Author Bios

Kathy Merlock Jackson is Professor of Communication at Virginia Wesleyan University, where she teaches courses in media studies and children’s culture. She is the author or editor of eight books, four of them on Disney-related topics, and over a hundred articles, chapters, and reviews. The former editor The Journal of American Culture, she is Vice President/President-Elect of the Popular Culture Association. 

Terry Lindvall occupies the C. S. Lewis Chair of Communication and Christian Thought at Virginia Wesleyan University. His publications include God Mocks: A History of Religious Satire from the Hebrew Prophets to Stephen Colbert (NYU Press, 2016) and Divine Film Comedies (Routledge, 2016).

Reference Citation

APA
Merlock Jackson, K. & Lindvall, T. (2019). Studying silence in popular culture. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 6(1). http://journaldialogue.org/issues/v6-issue-1/studying-silence-in-popular-culture/

MLA
Merlock Jackson, Kathy, and Terry Lindvall.  Studying silence in popular culture. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2018. vol 6, no 1. http://journaldialogue.org/issues/v6-issue-1/studying-silence-in-popular-culture/

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YouTube and Linguistic Variation Analysis

Bridget Goodman
Nazarbayev University
Astana, Kazakhstan
bridget.goodman@nu.edu.kz

The Study of Language Variation

In the field of sociolinguistics and language education, one of the key subfields is the investigation of language variation and style shifting (e.g. Jaspers, 2010). Variationists take the point of view that groups of speakers may exhibit unique phonological, lexical, or grammatical features. These patterns of mixing languages are shown to be systemic and rule-based. Continue Reading →

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