Abstract

With games captivating the minds of many children in the United States, educators may be interested in trying to introduce games into their classrooms. This article offers educators insights into how to understand and incorporate games that are inherently social, promoting effective discourse in their classrooms. Although educational games and more generally educational technology are largely seen as being designed for individuals, tools exist that are designed for group play that can spark both peer-group and intergenerational play and discussion. Games that promote conversation and cooperation allow children to develop social skills, build community, and practice various modes of mentorship. Knowing about both the history and the research concerning how social games can be used helps educators critically analyze the effective use of games in the classroom and augment students learning of difficult concepts.

Citation

Jiménez, O. (2015). Leveraging the Social Aspect of Educational Games. Theory Into Practice, 54(2), 101-108. Retrieved August 10, 2024 from https://www.learntechlib.org/p/161237/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Classroom Techniques
• Discourse Communities
• educational games
• Educational Practices
• educational technology
• Group Discussion
• Interpersonal Communication
• Interpersonal Competence
• Peer Groups
• Play
• Social Action
• teaching methods
• video games