Putting the Cybermedia Model Into Educational Practice: Expanding the Framework

Holger Pötzsch; Tobias Staaby; Therese H. Hansen; Emil L. Hammar

doi:10.26503/todigra.v7i1.2182

Putting the Cybermedia Model Into Educational Practice

Expanding the Framework

Authors

Holger Pötzsch
Tobias Staaby
Therese H. Hansen
Emil L. Hammar

DOI:

https://doi.org/10.26503/todigra.v7i1.2182

Keywords:

cybermedia model, games and education, narrative, mechanics, materiality, players, ideology, critique, political economy, game production, The Walking Dead, Frostpunk, Survive the Century

Abstract

In this paper, we build on an earlier operationalization of Aarseth and Calleja’s cybermedia model for an interdisciplinary evaluation of games as potential tools and objects for teaching and learning. Here, we critically develop the model and original template, and expand its four dimensions with two additional layers. We then use the expanded framework on concrete examples to illustrate how the overall suitability of specific game titles can be evaluated before these are applied in educational contexts.

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Published

2024-08-23

How to Cite

Pötzsch, H., Staaby, T., Hansen, T. H., & Hammar, E. L. (2024). Putting the Cybermedia Model Into Educational Practice: Expanding the Framework. Transactions of the Digital Games Research Association, 7(1), 21–46. https://doi.org/10.26503/todigra.v7i1.2182