Ecco le slide che non sono state visibili:
Le altre slide sono visibili nel video.
Ecco le slide che non sono state visibili:
Le altre slide sono visibili nel video.
My chapter “Unarmed Prophets Have Always Been Destroyed, Whereas Armed Prophets Have Succeeded:” Machiavelli’s Portrayal in the Assassin’s Creed Series” was published on July 14, 2021.
Bregni S. (2021) “Unarmed Prophets Have Always Been Destroyed, Whereas Armed Prophets Have Succeeded:” Machiavelli’s Portrayal in the Assassin’s Creed Series. In: Polegato A., Benincasa F. (eds) Machiavelli in Contemporary Media. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-73823-5_3
This contribution analyzes the character of Machiavelli in the popular video game series Assassin’s Creed. According to the author, Niccolò’s representation in the AC series as a digital, interactive narrative medium and related gamers’ reception shows that it generated interest in Machiavelli the historical character, his real life, times and works, even pushing users to fact-check events and Niccolò’s words and compare them with the actual text of The Prince. Moreover, the interactive nature of the medium responds well to contemporary modes of, and needs for, media consumption in contemporary society. For these reasons, the author also shows how video games such as Assassin’s Creed can effectively deliver cultural content and can be used as a learning device in class.
Video game-based learning (VGBL) Digital game-based learning (DGBL) Learning environments Gamification Video games Foreign language and culture Game-based learning (GBL) Computer assisted instruction (CAI) Digital realia, Assassin’s Creed, PlayStation, Machiavelli, The Prince
I published the article “Videogiochi, lingue straniere e didattica ai tempi del COVID-19 (Video Games, Foreign Languages and Teaching in the Time of COVID-19” in Griseldaonline, the Journal of Experimental Literature Review dedicated to didactic training and computer models applied to the Human Sciences of the University of Bologna. The article, in Italian, is available at:
The article, written on April 7, was published yesterday, April 10. I feel honored that I could contribute to the cluster of articles written by Italian and American professors on responses to, and strategies and responses to, the current COVID-19 crisis.
#Griseldaonline #Unibo #VGBL #GBL #IntensiveItalianForGamersSLU #COVID-19 #EducatorsResponseToCOVID-19
My three short chapters for LEG BOOK 3 were published on November 20, 2019!
The volume “Learning Education & Games – Vol. 3 – 100 Games to Use in the Classroom & Beyond”, a guide for educators, parents, researchers, designers, written by members of the @IGDA, @LearningEdGames, SIG, #edgames #igda, @etcpress, @IGDANYC, #teachers, #educators is available in print version and as a free download at http://press.etc.cmu.edu/index.php/product/learning-education-games-volume-3/.
I wrote on The Invisible Hours and Rise of the Tomb Raider and a co-authored a chapter on the Assassin’s Creed series.
Today I spoke on gamification and video game-based learning at the Saint Louis University 1818 Foreign Language Professional Training Day, organized by the Department of Languages, Literatures, & Cultures.
Glad to have met such a dynamic group of dedicated high-school foreign language teachers! Their students in Italian, French, Spanish, Russian, Classics and Chinese receive SLU credits. My presentation, “Video game-based learning in the high-school classroom?” was very well received.
On a related note, today I was asked and accepted to serve on the SLU Esports Advisory Committee. Looking forward to spearheading the educational value of Esports at my institution.
The Discovery Tour Mode released today for Assassin’s Creed Odyssey is a fantastic addition to an already excellent game. I am very excited about its release, particularly because I am currently developing a video game-based learning / digital media learning “Intro to the Classical Humanities” course with my colleague in the Classics program, Dr. Joan Hart-Hasler.
I studied Classics for most of my life (12 years of Latin coursework, 10 years of Greek). I fell in love with the Greco-Roman civilization by the time I was 14. I was very impressed with the re-construction of Hellenistic Alexandria in Assassin’s Creed Origins, its history, monuments, everyday life and even the use of Koine Greek by non-playable characters (NPC). The lexicon and pronunciation of the ancient common language of the Greek empire has been carefully, effectively and convincingly re-constructed. Now, I cannot wait to explore their tour of Classical Greece and re-construction of the language, life and culture, and explore its pedagogical uses in our college course. “Intro to the Classical Humanities’ will be taught in English, as a large first-year experience course. Besides video game-based learning, I plan to include graphic novels and other digital media. I hope to present it to the undergraduate course committee sometime this fall, and teach it next spring.
What is most exciting about the inclusion of the Discovery Tour, in my opinion, is that it makes digital game-based learning/quest-based learning accessible to high-school and, in some cases, even middle school students. In fact, it is a “pacific” mode, devoid of violence.
Kudos Ubisoft & merci Maxime Durand & team!
Image: Koine Greek – Source: Hector Abuid on Flickr [https://www.flickr.com/photos/21536074@N00/2560077543]
Thank you ISI Florence and The Umbra Institute. My new article on video game-based learning, (Digital) Narrow Streets of Cobblestone: Game-Based Learning as a Preparatory Device & Simulation Strategies for Study Abroad Programs, appeared today on the new issue of Beyond – The ISI Florence & Umbra Institute Journal of International Education:
For decades now, video games have been a pervasive part of our culture (NBCNews.com, 2013). About half of all American adults play video games (Duggan,
2015), while 97% of teen boys and 83% of teen girls also play video games
(Anderson & Jiang, 2018).
The potential for utilizing gaming in learning has been explored in a variety of
fields, including language acquisition (e.g., Reinders, 2012). Some commercially available cinematic video games are fully-interactive multimedia experiences. Thus, including such games in the curriculum as realia (Spurr, 1942; Dlaska, 2003) can help students reinforce, and expand upon, materials they learn through traditional methods. Realia reinforce second/foreign language (F/L2) acquisition through development of specific personal interests. Cinematic games, similar in nature to movies, also add agency, which improves learning (Deters et al., 2014). They also involve problem-solving and critical thinking that can be applied to group interaction, all of which is particularly conducive to learning (Wenger, 1998) and F/L2 acquisition (Nunan, 1992). Video games can
contribute to the goal of transforming our students into life-long learners of (a)
F/L2 language(s), a process explored by CALL (e.g., Smith, 1997).
This article is a case study on teaching practices with video game-based learning, its benefits in the foreign language classroom and, in a more general sense,
in second/foreign language & culture acquisition (F/L2). I argue that utilizing
video games as part of F/L2 experiences, including in the different phases of
the study abroad experience (pre-departure, during the program, and post-departure), can enhance the learning of F/L2 language and culture. Video games
are simulations that challenge, based on repetition, which involve players at a
deep level, thus affording agency. In recent cinematic “AAA” commercial video
game titles, the simulation aspect engages players in a dialogue-based, narrative context that can prepare students for real-life conversations. The article
also serves as a practicum, by providing suggestions on how to use commercial video games to enhance language & culture acquisition as part of independent, autonomous students’ learning that educators and administrators
can foster, structured learning experiences such as study abroad (including
pre- and post-departure), and courses.
Keywords: Game-based learning, CALL, CAI, gamification, foreign languages,
second language acquisition, SLA, video game-based learning, VGBL, gaming,
non-serious gaming, Italian, Italian as a Second Language, Assassin’s Creed,
Tomb Raider, Heavy Rain, Beyond: Two Souls, Sony PlayLink.
* This research was supported in part by a fellowship and an award from the Saint Louis University Reinert Center
#VGBL , #gamebasedlearning, #studyabroad, #studyabroadprograms, #italian, #italy, #esl, #sla, #fla, #videogames, #CALL, #CAI, #Gamification, #Gaming
On Friday, March 15, 2019, I presented in the roundtable session “Gamification and (Video) Game-Based Learning in the Second/Foreign Language Classroom” at the American Association of Italian Studies Conference at Wake Forest University in Winston-Salem, NC with fellow Italianists Prof. Camilla Zamboni, Wesleyan University and Dr. Brandon Essary, Elon University. Prof. Zamboni talked about analog “AAA” games, board games and RPG’s, while Dr. Essary and I shared our developments on using “AAA” video game titles.
The session was very well attended and we received very positive feedback.
[Photo: Dr. Bregni (center) with co-panelists Prof. Camilla Zamboni, Wesleyan University, and Dr. Brandon Essary, Elon University]
Grazie/Thank you National Museum of Language for your interview! The interview was published on 3/19:
I talk about my passion for language learning, video game-based learning with “AAA” titles and my methodology (Identify, Acquire, Create), my research and teaching practices at Saint Louis University, Intensive Italian for Gamers, Assassin’s Creed and Sega’s Shenmue as the best game to learn Japanese language and culture.
On Wednesday, March 6, 2019, I presented in the session “Can AAA Games Be Used to Improve Education?” at the SXSW EDU Conference in Austin, TX. The session was organized by Maxime Durand, Ubisoft’s historian in charge of the Assassin’s Creed series.
The session was very well received, with a lively Q&A session at the end, and very positive feedback.
Playing videogames has become an integral part of mankind’s cultural habits. A huge gap still divides “AAA” entertainment games (such as Assassin’s Creed) from “serious’’ games (games created by educators for specific educational purposes) in terms of appeal and defined learning objectives. Using data and sharing their own in-class experience, the panelists discussed how AAA games can help advance learning (formal and informal) for students at all stages of their education, from grade school to college.
It was a pleasure to present with Maxime Durand and Brian Stottlemyer, and I look forward to collaborating with them in the future.
Thank you Maxime Durand @TriFreako and @Ubisoft for a great professional opportunity!
Grazie! / Thank you Saint Louis University Reinert Center for your video interview and feature for the Faculty Spotlight section of the current issue of Techology for Teaching, the Reinert Center Journal on Pedagogy, Educational Technology and Evidence-Based Teaching Strategies.
I am very excited to announce that my article “Using Video Games to Teach Italian Language & Culture: Useful, Effective, Feasible?” NEMLA Italian Studies XXXIX special issue “The Italian Digital Classroom: Italian Culture and Literature through digital tools and social media.”, 2017, pp. 42-71, was published today, October 6, 2018. It is available as a PDF download (https://www.buffalo.edu/content/dam/www/nemla/NIS/XXXIX/NeMLA%20Italian%20Studies%202017%20-%20Using%20Video%20Games.pdf) and in print.
This 30-page article is my most extensive contribution to the field of video game-based learning (with a focus on commercial, non-serious gaming) in second/foreign language acquisition to date. It is a practicum. While it focuses mainly on Italian as F/L2, the information and instructions provided can be applied/adapted to any major language/any language in which the games mentioned are localized. It also includes plenty of information on video games for use in ESL, Japanese as a foreign language & culture, and for K-12.
Many thanks to the editors Tania Convertini, Ph.D., Dartmouth College and Simona Wright, Ph.D., The College of New Jersey for this excellent opportunity.
Video games are an integral part of life for our students. Some commercial video games are multi-media realia that can be used to enhance language acquisition both in and outside the classroom. Compared to other digital realia, they add opportunities for language exploration: direct interaction and agency; critical thinking and problem-solving; and a detailed narrative. This article presents a practicum for their use. Evidence that utilizing communicative video games can be conducive to F/L2 acquisition is provided, particularly focusing on the use of Assassin’s Creed II and Heavy Rain. Then, technical advice and best practices related to gaming in F/L2 acquisition are offered. Discussion of the development of an intensive language & culture course for gamers concludes the article.