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Connecting Contemporary Learning Theories to the Development and Design of Educational Digital Games: Pedagogical Considerations for the Adoption of Digital Game-Based Learning
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Digital game-based learning (DGBL) has gained momentum and yielded empirical evidence showing that DGBL can be effective in engaging student motivation while producing learning outcomes. However, teacher preparation programs may not have readily positioned themselves to help young teachers learn how to leverage DGBL to further educational ends. This paper lays foundation for promoting DGBL at the teacher preparation phase and describes potential connections between the paradigm shift of contemporary learning theories and the evolving development and design of four genres of educational digital games—Edutainment, Serious Games, Multiplayer Online Games, and Educational Game Design. A categorization scheme was devised to be utilized as resource for promoting fundamental understandings of educational digital games and for guiding teachers to pedagogical practices incorporating DGBL in the classroom.

Citation

Wu, M.L. & Richards, K. (2014). Connecting Contemporary Learning Theories to the Development and Design of Educational Digital Games: Pedagogical Considerations for the Adoption of Digital Game-Based Learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1041-1053). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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