Blogging for Facilitating Understanding: A Study of Videogame Education

We analyze the deployment of an online blogging environment designed to support reflective practices among university students learning video game theory and game design. Blogging offers possibilities for collaborative learning by allowing learners to share knowledge and experiences with one another. This aligns with the notion that people learn better through building personally meaningful artifacts and sharing them with others. The blogging environment we designed was used by 56 students as part of the regular curriculum in two university-level game classes. Our analysis indicates that students perceived blogging about games to be a positive experience for three reasons. First, it improved their enjoyment of video games. Second, it provided a vehicle for expression, communication, and collaboration. Third, it facilitated a deeper understanding of video games. Students found that by reflecting on their game-play experiences they began to step back from their traditional role of bnd engaged in critical, analytical reasoning about the games they were studying. Our analysis of the students' blog entries supports the students' perceptions. We identified six common styles of blog entries: overview, narrative, comparative analysis, plan/hypothesis, investigation, and insight/analysis. These styles align with practices necessary for supporting learning and understanding. Blogging, a reflective writing activity, can help to lay the foundations on which further learning and understanding can happen. We also provide guidelines for the integration of blogging as a learning activity in educational settings.


Jose Pablo Zagal, Amy S. Bruckman


Zagal, Jose and Amy Bruckman (2011). "Blogging for Facilitating Understanding: A Study of Videogame Education." International Journal of Learning and Media, 3:1, 7-27.


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