Technical Communication Quarterly Apr 2023

Embodying empathy: using game design as a maker pedagogy to teach design thinking

Rebekah Shultz Colby University of Denver

Abstract

ABSTRACTThis article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems.KEYWORDS: Computer-based learningcritical theorypedagogical theoryrhetoric of technologysocial theoryusability studies Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRebekah Shultz ColbyRebekah Shultz Colby is a Teaching Professor at the University of Denver. She has co-edited The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom and Rhetoric/Composition/Play through Video Games. She has published articles on using games to theorize and teach rhetoric and technical writing in Computers and Composition and Communication Design Quarterly.

Journal
Technical Communication Quarterly
Published
2023-04-03
DOI
10.1080/10572252.2022.2077453
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Topics
rhetorical criticism writing pedagogy teacher development technical communication digital rhetoric multimodality race and writing editorial matter
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Citation Context

Cited by in this index (1)

  1. Fuller et al. (2024)
    Training Empathy Competence in a Professional Communication Program: Course Dev…
    IEEE Transactions on Professional Communication

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