Pedagogy
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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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]
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441-467
