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 “gamers” or “fans” and engaged in critical, analytical reasoning about the games they were studying. Our analysis of the students’ blog entries supports the students’ perceptions.
This article was published in the International Journal for Learning and Media, Winter 2011, Vol. 3, No. 1, Pages 7-27.