Grand Theft Heutagogy: A Reflection on the Utilization of Video Games as a Teaching Tool in the Lecture Theatre.
This paper explores the utilization of the video game Grand Theft Auto as a unique tool within the lecture theatre to develop contemporary heutagogy. Drawing upon the authors' personal reflections in the form of an autoethnographic account across a four year period, the challenges and benefits of ut...
| Publicado en: | Journal of Criminal Justice Education Vol. 34; no. 4; pp. 617 - 634 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=173779382&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 173779382 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10511253 DJ5 jtl: Journal of Criminal Justice Education issn: 10511253 maglogo: N pubinfo: dt: Dec2023 vid: 34 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 173779382 10.1080/10511253.2022.2154375 ppf: 617 ppct: 17 formats: tig: atl: Grand Theft Heutagogy: A Reflection on the Utilization of Video Games as a Teaching Tool in the Lecture Theatre. aug: au: Kelly, Craig Lynes, Adam affil: Department of Criminology, Birmingham City University, Birmingham, UK su: Video games Autoethnography Auditoriums Courseware Criminal justice education sug: subj: Video games Autoethnography Video game design and development services Video game publishers Home entertainment equipment merchant wholesalers Doll, Toy, and Game Manufacturing Auditoriums Courseware Criminal justice education keyword: autoethnography criminology Heutagogy reflexivity video games autoethnography criminology Heutagogy reflexivity video games ab: This paper explores the utilization of the video game Grand Theft Auto as a unique tool within the lecture theatre to develop contemporary heutagogy. Drawing upon the authors' personal reflections in the form of an autoethnographic account across a four year period, the challenges and benefits of utilizing the approach within in-person and virtual learning environments is interrogated. Utilizing video games as a means to ensure students are active participants whilst learning complex theoretical paradigms has proven highly beneficial, aiding in the reduction of attainment gaps and wider barriers to learning. So too, the approach has enabled cohorts to disentangle criminological problems whilst being empowered to question the nature of public criminology within contemporary discourse. Active engagement with video games whilst in the lecture theatre, by both students and lecturers, has enabled a dynamic and inclusive learning environment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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