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Teacher Perspectives: What Makes a Video Game Effective in the K-12 Classroom?
PROCEEDINGS

, , Texas Christian University, United States ; , University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Many educators have been reluctant to view video gaming as a viable learning tool because of its association with entertainment genre. However, it has been demonstrated that video games offer a viable format for learning and enriching understanding---provided the game is created within an appropriate educational context. In this session, we explore the perspectives of in-service teachers regarding the qualities that a video game must possess to be effective in the K-12 classroom, and we review gaming comments in general and as it applies to a science video game (Hydro Master) they were asked to play.

Citation

Kelly, J., Stetson, R. & Gratch, J. (2010). Teacher Perspectives: What Makes a Video Game Effective in the K-12 Classroom?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1934-1939). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2022 from .

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