Difference between revisions of "Page 6.3"
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According to deFreitas (2006, p.5) no matter the form of the game, the key challenge for effective learning is ‘for the learner to be engaged, motivated, supported and interested but also importantly for the learning to be undertaken in relation to clear learning outcomes as well as being made relevant to real world contexts of practice’. Therefore the designers are challenged to design virtual spaces that ‘accommodate’ both learning goals as well as immersive, engaging and playful experiences (deFreitas, 2006). | According to deFreitas (2006, p.5) no matter the form of the game, the key challenge for effective learning is ‘for the learner to be engaged, motivated, supported and interested but also importantly for the learning to be undertaken in relation to clear learning outcomes as well as being made relevant to real world contexts of practice’. Therefore the designers are challenged to design virtual spaces that ‘accommodate’ both learning goals as well as immersive, engaging and playful experiences (deFreitas, 2006). | ||
| − | + | deFreitas and Oliver’s (2006) presented a framework for selecting games for learning; the framework consists of four core dimensions: context, learner, representation and pedagogy. These four dimensions should be carefully considered when choosing or using games for learning. | |
*The learner [[learner|Read more>>]] | *The learner [[learner|Read more>>]] | ||
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| + | '''How are these 4 dimensions related?''' [http://www.si-lang.net/images/wiki/MODEL.jpg Graphical representation of the model>>] | ||
| + | (de Freitas,(2006)) | ||
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| + | '''Are there any educational benefits?''' [[Page 5.3.5| Read more>>]] | ||
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Click [[Main Page|here]] to go to the homepage | Click [[Main Page|here]] to go to the homepage | ||
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| + | ====References==== | ||
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| + | de Freitas, S., Savill-Smith, C., Attewell, J. (2006). Computer games and simulations for adult learning: case studies from practice. London. Learning and Skills Research Centre | ||
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| + | de Freitas, S. (2006). ‘Learning in Immersive worlds: A review of gamebased learning', available at [http://www.jisc.ac.uk/media/documents/programmes/elearninginnovation/gamingreport_v3.pdf] | ||
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| + | de Freitas, s. and Oliver, m. (2006) How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers and Education Special Issue on Gaming. 46 (2006) 249-264. | ||
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| + | Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441-467 | ||
Latest revision as of 14:14, 28 November 2013
[edit] Game-based learning
Game-based learning (GBL) refers to various kinds of applications that use games for educational purposes. Typically, when the applications are based on software, the term Digital Game- based learning (DGBL) is adopted. The term ‘serious games’ is related to the nature of the games (see section) and is usually used to describe fully immersive environments that offer users the opportunity to navigate in and to explore virtual worlds. However, simpler games implemented using web approaches or through Flash animation also fall into the category of the serious games (Garris et al, 2002; deFreitas, 2006).
Gaming does not have a fixed form but is dynamically adapted to technological developments; traditionally game-play required the user to be in front of the screen; as technology advances and technological developments become more ubiquitous, game- play becomes ubiquitous too: mobile games offer players the opportunity to physically involved in the game-play (i.e through tangible screens); augmented and pervasive games provide the user with the opportunity not only to experience game-play in real, authentic contexts but also to interact with natural objects and ubiquitous information inherent in them.
According to deFreitas (2006, p.5) no matter the form of the game, the key challenge for effective learning is ‘for the learner to be engaged, motivated, supported and interested but also importantly for the learning to be undertaken in relation to clear learning outcomes as well as being made relevant to real world contexts of practice’. Therefore the designers are challenged to design virtual spaces that ‘accommodate’ both learning goals as well as immersive, engaging and playful experiences (deFreitas, 2006). deFreitas and Oliver’s (2006) presented a framework for selecting games for learning; the framework consists of four core dimensions: context, learner, representation and pedagogy. These four dimensions should be carefully considered when choosing or using games for learning.
- The learner Read more>>
- The context Read more>>
- About representation Read more>>
- About pedagogy Read more>>
How are these 4 dimensions related? Graphical representation of the model>> (de Freitas,(2006))
Are there any educational benefits? Read more>>
Click here to go back
Click here to go to the homepage
[edit] References
de Freitas, S., Savill-Smith, C., Attewell, J. (2006). Computer games and simulations for adult learning: case studies from practice. London. Learning and Skills Research Centre
de Freitas, S. (2006). ‘Learning in Immersive worlds: A review of gamebased learning', available at [1]
de Freitas, s. and Oliver, m. (2006) How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Computers and Education Special Issue on Gaming. 46 (2006) 249-264.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441-467
