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Learning with Educational Games for the Intrepid 21st Century Learners
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Knowing the know-how is no longer sufficient, especially in the game world. We posit that game design transits players from the state of knowing to that of thinking and doing in the problem space evident in digital games. In this literature review we briefly discuss the historical evolution of educational games. Secondly, we propose how digital game-based learning (DGBL) reframes thinking and learning with games and game design. Thirdly we lay out some theoretical considerations underlying game design pedagogy, and the evaluation of design activities to gauge the emergent development of computational thinking skills. Studying how K-12 students develop computational thinking skills through game design could pose implications for teaching the core subjects of STEM.

Citation

Wu, M.L. & Richards, K. (2012). Learning with Educational Games for the Intrepid 21st Century Learners. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 55-74). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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