Jonathan deHaan

Introduction

I study, teach and design games and simulations. I am particularly interested in literacy and language learning and teaching.

I am an Associate Professor in the Faculty of International Relations at the University of Shizuoka, Japan.

I am the director of the Game Lab at the University of Shizuoka.

This is my CV. This is my Google Scholar profile. This is my profile page at the University of Shizuoka.

I co-edit the Ludic Language Pedagogy journal with Dr. James York https://llpjournal.org/

academia | playing a different game | an open note


I believe that

  • Knowledge creation and sharing needs to begin and end with open communication in a community of people that value, respect, support and assist each other.

  • The best peer review happens openly. I want to understand who the author is and what they are trying to do in a paper. I want to be able to ask questions and discuss ideas. In open peer review, both author and reviewer can learn more. I don't want to hide behind a wall.

  • Teaching and research has value.

  • Schools cannot fix society. But I can play a part in helping people in society improve. There should be more and open connections between teachers, researchers, students and communities.

  • If I want my research to influence practice, then I need to conduct and disseminate research in a way that practioners can find and utilize.


So?

  • I no longer write, edit, review or advise on projects that editors and authors and communities have not meaningfully communicated or collaborated regarding.

    • I will review papers, but only openly. If you have a paper/project/idea that you would like my feedback on, email me or contact me on Slack and let's be in direct contact about it. Let's use a paper as an opportunity for both of us to learn.

  • I no longer collaborate with journals or conferences that use blind peer review or who do not actively support a community of scholars, authors and readers/audiences.

  • I no longer work on projects that hype technology over pedagogy. Digital games are just one type of play and one type of literacy that can be developed in the classroom. https://llpjournal.org/2020/07/22/dehaan-gblt-vaporware-part-two.html

  • I will not contribute to people’s drive to get ahead in their own academic games and in doing so further contributing to breaking scholarship, teaching and learning, and society.

  • I reject the superficial communication, ingenuous networking, political maneuvering, personal favors, and empty volunteerism that academia and typical academic publishing is built on.


We can all do better.


I started an open journal and community with Dr. James York and other passionate teachers and researchers. We take education, teaching, communities, and research very seriously.


Feel free to join us at https://llpjournal.org/ (our Slack/Discord links are there).

If you introduce and discuss your project there and

  • call for contributors

  • call for reviewers/admin/collaborators

I would be happy to join/mentor some other members of the LLP community in working on your project in a collaborative, open review format.


I hope you’ll also re-create your academic game to be more fair to everyone involved.

If you need help, I and others at LLP can help you.


And of course I am very willing to continue discussing all of this.


Jonathan


Jonathan William deHaan, Ph.D.

University of Shizuoka, Faculty of International Relations, Associate Professor

Teacher, Researcher, Writer, Activist, Father, Husband

Bad monkey trying to be a better monkey in a bad world

My main teaching/research project is the "Game Terakoya" project.


It purposefully connects games with academic and participatory project work using teaching approaches such as the Pedagogy of Multiliteracies and Experiential Learning.


Project pages:

- my graduation thesis 2-year seminar (2018 and 2019 and 2020 group pages)

- a 15-week class sequence: google document syllabus

- a 4-week introductory module: google document syllabus


Social media:

The Twitter hashtag #gameterakoya aggregates work that I and my students share related to the project


Contact

Email: dehaan AT u-shizuoka-ken.ac.jp

Twitter: https://twitter.com/jonathandehaan

Office: 3505 (Office Hours: Mondays and Tuesdays 10:40-12:10), or by appointment

Phone: (+81) 054-264-5355

Address: University of Shizuoka,

52-1 Yada Suruga-Ward

Shizuoka-City, Japan 422-8526

Research

A) Learning and Literacy

These projects give students early entrepreneurial and research experiences, help students develop 21st Century workplace and study skills, and help students be critical consumers, creative producers and active communicators of various languages and media.

1. Game Lab (We conduct research projects on the educational benefits of games and the ways games can connect the University, the community and businesses. The Game Lab is a student-centered research institution; students work individually and in small teams on meaningful chosen projects.):

https://sites.google.com/site/gamelabshizuoka/events/2011-2012-game-camp

2. Game Camp:

deHaan, J. (Ed.) (2013). Game Camp: Out-of-School Language and Literacy Development. Common Ground Press: Chicago, USA.

www.gamecamp.info/english

3. deHaan, J. (2011). Teaching and learning English through digital game projects. Digital Culture & Education, 3:1, 66-75.

B) Second Languages and Video Games

These research projects investigate how various video game genres help or hinder the process of second language acquisition.

1. deHaan, J. (Ed.) (2013). Video Games and Second Language Acquisition: 6 Case Studies. Common Ground Press: Chicago, USA.

2. deHaan, J & Kono, F. (2010). The effect of interactivity with WarioWare minigames on second language vocabulary learning. Journal of Digital Games Research, Volume 4(2), 47-59.

3. deHaan, J., Reed, W.M., Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74-94.

4. deHaan, J. & Diamond, J. (2007). The experience of telepresence with a foreign language video game and video. Proceedings of the ACM SIGGRAPH Sandbox Video Game Symposium, pp. 39-46.

5. deHaan, J. (2005). Language learning through video games: A theoretical framework, an analysis of game genres and questions for future research. In S. Schaffer & M. Price (Eds.), Interactive Convergence: Critical Issues in Multimedia (vol. 10), Chapter 14, pp. 229-239. Interdisciplinary Press.

6. deHaan, J. (2005). Acquisition of Japanese as a foreign language through a baseball video game. Foreign Language Annals, 38(2), 278-282.

C) Strategic Interactions and Experiential Learning

These research projects combine technologies (video cameras and wikis), unique roleplays (DiPietro's Strategic Interactions) and repeated cycles of planning, doing, reflecting and discussing (Dewey's, Lewin's, Kolb's and Argyris and Schon's experiential learning models) to develop students' academic and professional second language skills.

1. deHaan, Jonathan & Johnson, N. (2012). Second language strategic interactions using emerging technologies and experiential learning. In J. Jia (Ed.) Educational Stages and Interactive Learning: From Kindergarten to Workplace Training, Chapter 18, pp. 306-330. IGI Group.

2. deHaan, Jonathan, Johnson, Neil H., Yoshimura, Noriko, Kondo, Takako. (2012). Wiki and digital video use in strategic interaction-based experiential EFL learning. CALICO Journal, Volume 29(2).

3. deHaan, Jonathan & Johnson, N. (2012). Enhancing the scenario: Emerging technologies and experiential learning in second language instructional design. The International Journal of Learning, Volume 18(4), pp. 321-334.

4. Johnson, Neil & deHaan, Jonathan. (2011). Second language development through technology mediated strategic interaction. Asian EFL Journal, Volume 14(4), Article 3.

Game Lab / Seminar

Please contact me if you are interested in joining the Game Lab or my Undergraduate / Graduate Seminar.

A) Game Lab

We conduct research projects on the educational benefits of games and the ways games can connect the University, the community and businesses. The Game Lab is a student-centered research institution; students work individually and in small teams on meaningful chosen projects. Please visit our Lab website for more information about our various projects related to community, education, industry collaboration, critical thinking and design. https://sites.google.com/site/gamelabshizuoka/

B) Seminar

In my seminar, 3rd year, 4th year and Masters level students explore games and society (e.g., education, business, art, language, civics, etc). Students join ongoing Lab projects, work right away on their own and with others, learn and practice research methods, read articles and write short reports weekly, plan and conduct a research project, and write their thesis in English (for submission to a journal for publication). We get together regularly to play and discuss games. More information and the application: https://sites.google.com/site/gamelabshizuoka/about-the-lab/seminar-application

Example Student Publications:

Sato, A. & deHaan, J. (2016). Applying an experiential learning model to the teaching of gateway strategy board games. International Journal of Instruction, 9(1), 1-16. Available: http://www.e-iji.net/dosyalar/iji_2016_1_1.pdf

Masuda, R. & deHaan, J. (2015). Language in game rules and game play: A study of emergence in Pandemic. International Journal of English Linguistics, 5(6), 1-10. Available: http://www.ccsenet.org/journal/index.php/ijel/article/view/52121/29606

deHaan, J. (Ed.) (2013). Game Camp: Out-of-School Language and Literacy Development. Common Ground Press: Chicago, USA. (based on www.gamecamp.info/english )

deHaan, J. (Ed.) (2013). Video Games and Second Language Acquisition: 6 Case Studies. Common Ground Press: Chicago, USA.

List of all supervised students and thesis topics: https://sites.google.com/site/gamelabshizuoka/about-the-lab/graduation-theses