Difference between revisions of "Page 5.3.4"
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| + | ==Focus on the pedagogy== | ||
| + | When using games to trigger learning mechanisms, the '''pedagogy''' that is being supported 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). | ||
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| + | However, 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), elaboration of thinking in the physical environment of the class. | ||
Revision as of 16:33, 29 July 2013
Focus on the pedagogy
When using games to trigger learning mechanisms, the pedagogy that is being supported 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).
However, 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), elaboration of thinking in the physical environment of the class.
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