Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms
Computers in the Schools Volume 31, Number 1, ISSN 0738-0569
Researchers have argued that an effort should be made to raise teachers' and parents' awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008). One part of this effort should be to increase understanding of how video games can be situated within teachers' existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use.
Turkay, S., Hoffman, D., Kinzer, C.K., Chantes, P. & Vicari, C. (2014). Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms. Computers in the Schools, 31(1), 2-22.
Cited ByView References & Citations Map
Cynthia Gomez, New Mexico State University, United States; Karin Wiburg, NMSU, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 46–50
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.