Pedagogy

when using games to trigger learning mechanisms, the pedagogy applied through the game is of great importance (de Freitas and Oliver, 2006). Literature shows that ‘learning with a game is rarely if ever a learning experience in itself, more usually it is embedded into a set of activities and processes according to the pedagogic approach adopted - often experiential or problem-based’ (Boud and Feletti, 1991 cited in deFreitas, 2006). The role of debrieﬁng is pivotal to the game-based learning approaches as it can link the game experience and the learning process. Debrieﬁng can be pursued through post-exercise discussion, reﬂection with peers or the tutor, collaborative tasks in social forums and networks (related to the game), and elaboration of thinking in the physical environment of the class.

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