Estetiske Læringsprosesser i design og spilling av brettspill

Abstract

In this thesis I have studied how aesthetical learning processes can occur in thedesign process and in play of a natural science themed board game. I have done this by designing my own board game with a biological theme, and tested it with others in two occations. I found that aesthetic learning processes had occurred in both the design process and whenplaying the game. This gave me the basis for further discussion of how learning processes and aesthetic learning processes can occur in the game medium in general.In the design process, aesthetic learning processes can occur through position exploration and aesthetic choices in the creation of a symbolic formwork. Pragmatic learning could also occur through design thinking.When playing my board game, I also discoveredthat it promotes aesthetic learning processes. Here, position exploration will also be applicable, and even more so than in the design process. In games with several possible procedures this is especially obvious. Here too, aesthetic choices are central, and are related to the positiona playerhas in the game. Games are staging such positioning opportunities while also encourageto explore them. Thus, games will promote aesthetic learning processes.Games have the potential for learning processes, and are often made to promote this. However, the learning outcome often consist ofthe game rules and procedures. However,by seeing the link between what is happening in the game and in reality, with the help ofa teacher or similar, games will be a good tool for learning.Based on my experiencein this assignment, I think it is most expedient to use a performative approach to aesthetics, and a pragmatic and constructivistic approach to learning,to best describe aesthetic learning processes in games. Such a premiseis found in Illeris's performative perspective on aesthetic learning processes, and in Wickman and Jakobson's pragmatic view of learning processes through aesthetic choices.