Abstract
In 1991, Hlynka and Belland challenged both the prevailing positivist research paradigm and the emerging qualitative research paradigm in educational technology research by advocating for a third “critical” paradigm. The third paradigm proposed was for the use of different art and literary criticisms. Among those proposed was the connoisseurship model. Belland argued that the connoisseurship model was an effective means of “getting inside” of experiences. During the past decade, a growing interest in game-based learning environments has presented both innovative opportunities and intriguing challenges in how to view, critique, and evaluate these environments. While both qualitative and quantitative methodologies have been used, game-based learning environments are dynamic spaces constructed of multiple influences from the arts and sciences, yet too often science as the prevailing mode of inquiry misses the impact and influence of the aesthetics. The purpose of this chapter is to examine and apply the connoisseurship model proposed by John C. Belland in Paradigms Regained as a means for critiquing and “getting inside” of game-based learning environments.
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Dickey, M.D. (2012). Aesthetics and Game-Based Learning: Applying John C. Belland’s Connoisseurship Model as a Mode of Inquiry. In: Fee, S., Belland, B. (eds) The Role of Criticism in Understanding Problem Solving. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 5. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3540-2_8
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