By Katrin Becker
This e-book provides an in-depth evaluation of the makes use of of electronic video games in schooling, from K-12 up via post-secondary. starting with a glance on the background of video games in schooling and the context for electronic video games, this e-book publications readers via quite a few tools of great video game implementation, together with the Magic Bullet version, which specializes in the player's standpoint of the sport adventure. The booklet additionally contains tools of measuring the consequences of video games in schooling and counsel on developing electronic game-based studying lesson plans.
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Additional info for Choosing and Using Digital Games in the Classroom: A Practical Guide
Connectionism still holds that learning requires both practice and rewards, but it adds to that the notion that S-R connections can be chained together and that transfer of learning will occur in subsequent actions because of the previous associations. It was thought that the greater the number of connections one had, the greater their intelligence (Thorndike, 1910). This theory was deﬁned by three laws: 1. Readiness: the S-R connections can be strung together provided they are connected as part of the same action sequence.
Interactive whiteboards remain popular (41 %), but the use of tablets is also becoming more common (39 %) (see Fig. 6). , 2014). However, the design of the game remains crucially important, and the same study found that the design of the intervention had as much effect as the medium. From this, we can conclude that while games for learning (G4L) can be valuable in formal education, this is only true if the games are well designed. Unfortunately, with the popularity of G4L rising again comes the increase in the number of groups creating those games, and with that comes the inevitable increase in poorly designed games.
Connect the dots between theories of learning and the design of good digital games. • Review the Clark–Kozma Debate and see how games ﬁt in. • Consider how it is that all games can be said to teach. • Identify some of the advantages and challenges in using games for learning. © Springer International Publishing Switzerland 2017 K. 1007/978-3-319-12223-6_2 25 26 2 Digital Game-Based Learning: Learning with Games Key Terms These are the terms introduced in this chapter. Deﬁnitions for these terms can also be found in the glossary.