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A framework for the design and integration of collaborative classroom games
ARTICLE

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Computers & Education Volume 57, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom’s revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components.

Citation

Echeverría, A., García-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Améstica, M. & Echeverría, S. (2011). A framework for the design and integration of collaborative classroom games. Computers & Education, 57(1), 1127-1136. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.12.010

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