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It can be stated that games are associated with the '''acquisition of several skills such as problem solving skills, communication and collaboration skills, strategic thinking skills and social skills'''.There are also ‘specific educational domains where game-based learning has a high learning value’ (deFreitas 2006; Ulishak and Wreight, ) as it offers opportunities for practice and experimentation in ‘safe virtual or simulated environments’. More precisely, novices and trainees in different subject areas such as medicine, military, business etc are given the opportunity to practice relevant to their profession skills though game-based environments (serious games, 3D worlds or simulations) without setting themselves in high risk or making use of expensive equipment. | It can be stated that games are associated with the '''acquisition of several skills such as problem solving skills, communication and collaboration skills, strategic thinking skills and social skills'''.There are also ‘specific educational domains where game-based learning has a high learning value’ (deFreitas 2006; Ulishak and Wreight, ) as it offers opportunities for practice and experimentation in ‘safe virtual or simulated environments’. More precisely, novices and trainees in different subject areas such as medicine, military, business etc are given the opportunity to practice relevant to their profession skills though game-based environments (serious games, 3D worlds or simulations) without setting themselves in high risk or making use of expensive equipment. | ||
| − | It seems that when games are used meaningfully in the context of the learning process, considerable educational benefits are offered. However, this does not mean that game-based learning works for all the learners or groups of learners. As de Freitas (2006) and de Freitas et al (2006) point out game-based learning is ‘often most effective with particular learners who enjoy learning with games’ and that the learners’ needs and requirements should be carefully considered before the exposure to game- based learning practices. Last, a big challenge is for the learners to transfer the knowledge gained and to apply the skills that were acquired in new contexts and/or in the context of new real- life tasks. | + | It seems that when games are used meaningfully in the context of the learning process, considerable educational benefits are offered. However, this does not mean that game-based learning works for all the learners or groups of learners. As de Freitas (2006) and de Freitas et al (2006) point out game-based learning is ‘often most effective with particular learners who enjoy learning with games’ and that the learners’ needs and requirements should be carefully considered before the exposure to game- based learning practices. Last, a big challenge is for the learners to '''transfer the knowledge gained''' and to apply the skills that were acquired in new contexts and/or in the context of new real- life tasks. |
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| + | Click [[Page 5.3|here]] to go back | ||
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| + | Click [[Main Page|here]] to go to the homepage | ||
Revision as of 16:16, 29 July 2013
Game-based learning
Educational benefits
Literature shows that with game- based approaches we can positively influence motivation and engagement of the learners in the learning process as well as to support the development of different skills (Pivec, 2003; deFreitas, 2006). Learners often through game- based learning practices ‘combine knowledge from different areas, select a solution, or make a decision at a certain point’ (Pivec et al, 2003, n.p); ‘learners can test how the outcome of the game changes based on their decisions and actions’, as well as to interact with other team members and discuss subsequent steps, enhancing and practicing their social abilities and skills (Pivec et al, 2003, n.p).
It can be stated that games are associated with the acquisition of several skills such as problem solving skills, communication and collaboration skills, strategic thinking skills and social skills.There are also ‘specific educational domains where game-based learning has a high learning value’ (deFreitas 2006; Ulishak and Wreight, ) as it offers opportunities for practice and experimentation in ‘safe virtual or simulated environments’. More precisely, novices and trainees in different subject areas such as medicine, military, business etc are given the opportunity to practice relevant to their profession skills though game-based environments (serious games, 3D worlds or simulations) without setting themselves in high risk or making use of expensive equipment.
It seems that when games are used meaningfully in the context of the learning process, considerable educational benefits are offered. However, this does not mean that game-based learning works for all the learners or groups of learners. As de Freitas (2006) and de Freitas et al (2006) point out game-based learning is ‘often most effective with particular learners who enjoy learning with games’ and that the learners’ needs and requirements should be carefully considered before the exposure to game- based learning practices. Last, a big challenge is for the learners to transfer the knowledge gained and to apply the skills that were acquired in new contexts and/or in the context of new real- life tasks.
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