Difference between revisions of "Pedagogy"
(Created page with "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 ...") |
|||
| Line 3: | Line 3: | ||
Click [[Page 6.3|here]] to go back | Click [[Page 6.3|here]] to go back | ||
| + | |||
Click to go back to the [[Main Page|home]] page | Click to go back to the [[Main Page|home]] page | ||
Revision as of 15:33, 26 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’ (Kolb, 1984; 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 (Peters and Vissers, 2004), collaborative tasks in social forums and networks (related to the game), and elaboration of thinking in the physical environment of the class.
Click here to go back
Click to go back to the home page
