Swe Khine Playful Teaching, Learning Games:New Tool for Digital Classrooms

2011
ISBN: 978-94-6091-460-7
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 5, 138 Seiten

Reihe: Contemporary Approaches to Research in Learning Innovations

Educators around the world acknowledge the fact that we live in the knowledge society and ability to think systematically is one of the necessary skills in order to function effectively in the 21st century. In the past two decades, popular culture introduced digital games as part of leisure activities for children and adults. Today playing computer games is routine activity for children of all ages. Many have agreed that interactive computer games enhance concentration, promote thinking, increase motivation and encourage socialisation. Educators found their way in introducing game-based learning in science education to entice the students in teaching difficult concepts. Simulation games provide authentic learning experience and virtual world excites the students to learn new phenomena and enliven their inquisitive mind. This book presents recent studies in game-based learning and reports continuing attempts to use games as new tool in the classrooms.

Autoren/Hrsg.

Swe Khine, Myint

Inhaltsverzeichnis

1;Playful Teaching, Learning Games;4
1.1;DEDICATION;6
1.2;TABLE OF CONTENTS;8
1.3;ACKNOWLEDGEMENT;10
1.4;1. THE IMPACT OF VISUAL DESIGN QUALITY ON GAME-BASED LEARNING;12
1.4.1;INTRODUCTION;12
1.4.2;VISUAL DESIGN AND LEARNING;16
1.4.3;VISUAL DESIGN AND COMPUTER GAMES;19
1.4.4;VISUAL DESIGN AND GAME GENRE;21
1.4.5;COMPARING COMPLEXITY IN VISUAL DESIGN;24
1.4.6;CONCLUSIONS;27
1.4.7;REFERENCES;29
1.5;2. AN ACTIVITY THEORETICAL MODEL FOR SOCIAL INTERACTION IN COMPUTER GAMES;31
1.5.1;INTRODUCTION;31
1.5.2;COMPUTER GAME THEORIES;32
1.5.3;ACTIVITY THEORY AND SOCIABILITY;33
1.5.3.1;3.1 The Application of AT in Social Systems;33
1.5.3.2;3.2 Suitability of AT for Game Studies: A Preliminary Study;34
1.5.4;METHODS;34
1.5.4.1;4.1 Data Collection Method;34
1.5.4.2;4.2 Data Analysis Method;35
1.5.5;FINDINGS: THE MODEL;36
1.5.5.1;5.1 Games as Artifacts;37
1.5.5.1.1;5.1.1 Individual and collective tools of play.;37
1.5.5.1.2;5.1.2 Objects of play.;39
1.5.5.2;5.2 Games as Play Activities;40
1.5.5.2.1;5.2.1 The structure of play.;40
1.5.6;DISCUSSION: PRACTICAL USES;43
1.5.6.1;6.1 The Application Framework;43
1.5.7;CONCLUSION;44
1.5.8;REFERENCES;45
1.6;3. VIDEO GAMES IN THE CLASSROOM: Harmonizing Traditional Constructs and Digital Experiences;48
1.6.1;INTRODUCTION;48
1.6.2;VIDEO GAME CLIPS IN LIEU OF VIDEO GAMES?;49
1.6.3;SCHEMA AS THE CONNECTION;49
1.6.4;POWERFUL CONCEPTIONS OF TEACHING;50
1.6.5;GAMES IN TRADITIONAL CLASSROOMS?;52
1.6.5.1;RELATING TO THE GAME: TEACHERS’ AND STUDENTS’ SCHEMATA;52
1.6.6;IT’S ABOUT EXPERIENCE;55
1.6.7;WHAT THIS MEANS FOR PRACTICE AND TEACHER EDUCATION;56
1.6.8;REFERENCES;56
1.7;4. METHODS AND DESIGN FOR RESEARCH IN GLOBAL ORIENTED GAME-BASED LANGUAGE LEARNING;59
1.7.1;INTRODUCTION;59
1.7.2;INTRODUCTION TO THE STUDY;60
1.7.3;GLOBAL ORIENTED COMPARATIVE STUDIES;61
1.7.4;INITIATING RESEARCH: FOLLOWING MINGOVILLE INTO SCHOOLS;63
1.7.5;THE DANISH STUDY;65
1.7.6;THE PORTUGUESE STUDY;67
1.7.7;CONCLUSIONS;69
1.7.8;REFERENCES;70
1.7.9;LUDUS (LATIN): GAME, SPORT, SCHOOL…;73
1.7.10;LUDIC EPISTEMOLOGIES: LEARNING THROUGH PLAY;74
1.7.11;CONTENT WARS: IF IT AIN’T BAROQUE…;75
1.7.12;THE QUEST FOR ARUNDO DONAX: DEVELOPING PLAYFUL APPRECIATION;79
1.7.13;HOUSING CONTENT: A BAROQUE GAME SHELL;79
1.7.14;THE BAROQUE ORCHESTRA GAME;81
1.7.15;THE MUSICAL INSCRIPTION GAME;82
1.7.16;THE GIGUE IS UP: A BAROQUE DANCE GAME;84
1.7.17;PLAY-TESTING;85
1.7.17.1;Gameshell Content vs. Play;88
1.8;5. BAROQUE BAROQUE REVOLUTION: New Rules for an Old Game;89
1.8.1;INTRODUCTION;89
1.8.2;NEW MEDIA, NEW AUDIENCES;89
1.8.3;NEW RULES FOR AN OLD GAME;90
1.8.4;ACKNOWLEDGEMENTS;91
1.8.5;NOTES;91
1.8.6;REFERENCES;92
1.9;6. VIRTUAL GAMES AND CAREER EXPLORATION: A Case Study of Appalachian Schools;94
1.9.1;INTRODUCTION;94
1.9.2;DEVELOPING AN INTEREST IN SCIENCE CAREERS;95
1.9.3;STEAM BACKGROUND;96
1.9.4;ISSUES IN THE IMPLEMENTATION IN SCHOOLS;97
1.9.5;STEAM AND SECOND LIFE;98
1.9.6;IMPLEMENTING STEAMIE;99
1.9.7;IMPLEMENTING THE CAREER EXPLORATION GAME;99
1.9.8;THE CASE STUDY;99
1.9.9;THE SETTING;99
1.9.10;THE PILOT;100
1.9.11;THE CAREER EXPLORATION GAME DESIGN;101
1.9.12;FINDINGS;107
1.9.13;ACKNOWLEDGMENTS;110
1.9.14;REFERENCES;111
1.10;7. MULTI-USER VIRTUAL ENVIRONMENT – A TOOL FOR PLAY OR ACADEMIC ENGAGEMENT?;113
1.10.1;INTRODUCTION;113
1.10.2;QUEST ATLANTIS – MULTI-USER VIRTUAL ENVIRONMENT;114
1.10.3;THE MEASUREMENT OF ENGAGEMENT;115
1.10.4;APPLICATION OF ACTIVITY THEORY IN THIS RESEARCH STUDY;117
1.10.5;RESEARCH DESIGN AND METHODS;118
1.10.6;ENGAGEMENT WITH ACADEMIC TASKS – THE QUESTS;121
1.10.7;IMPLICATIONS AND CONCLUSION;124
1.10.8;REFERENCES;125
1.11;8. GAMES IN EDUCATION: Retrospect and Prospect;127
1.11.1;INTRODUCTION;127
1.11.2;GAME-BASED LEARNING;127
1.11.3;CONCLUSION;132
1.11.4;REFERENCES;132
1.12;LIST OF CONTRIBUTORS;134