Difference between revisions of "Pedagogy"
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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. | 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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Latest revision as of 14:23, 28 November 2013
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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[edit] References
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.
