Dig games video_games_curriculum_q5

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Dig games video_games_curriculum_q5

  1. 1. What do we know from research on:
  2. 2. Key points <ul><li>Evidence shows that digital games can be efficient in teaching the school curriculum (see slide 3). </li></ul><ul><li>They have been employed to teach a variety of subjects (see slide 4). </li></ul><ul><li>Choosing a suitable game to teach any part of the curriculum requires analyzing the game in terms of school constraints and resources available (see slide 5). </li></ul><ul><li>Games-based learning can be deployed in various ways, using different game genres, deploying or modifying existing games, or creating new ones, depending on the skills and knowledge aimed at (see slide 6). </li></ul><ul><li>Different types of games promote different cognitive skills (see slide 7). </li></ul><ul><li>Testing the game is a crucial process teachers must carefully engage in to ensure the appropriateness of the game for teaching the curriculum (see slide 8). </li></ul><ul><li>Conducting a play session involves three important phases (briefing, playing and debriefing) in which the teacher plays a key role in ensuring the game play is linked to learning objectives (see slide 9). </li></ul>
  3. 3. Digital games can be efficient in teaching the school curriculum as they: promote and sustain students’ interest and motivation support the development of cognitive and social skills improve educational outcomes, when good teaching practices are followed are most effective when used as adjuncts to traditional teaching (rather than standalone applications)
  4. 4. Games-based Learning can be used for a variety of subjects Digital games have been used to teach: e.g. The game SimCity2000 has been used to teach students urban planning concepts
  5. 5. Choosing an appropriate digital game to use to teach the curriculum according to constraints & resources available <ul><ul><li>Wheter or not there is internet connection also determines whether online games are chosen for example, or whether online resources are used for the implementation of DGBL activities. </li></ul></ul>Internet
  6. 6. Deploying games-based learning in various ways Use Multi-User Virtual Environ-ments <ul><li>Typically used to promote scientific inquiry skills </li></ul><ul><li>They are cost effective, highly immersive & make it possible for remote participants to interact. </li></ul><ul><li>Current MUVEs used by teachers include Second Life & Sloodle . </li></ul>
  7. 7. Different types of games promote different cognitive skills & GBL can be used for various learning activities <ul><li>Digital games can be used to: </li></ul><ul><li>Learn new information </li></ul><ul><li>synthesize & apply prior knowledge </li></ul><ul><li>- Implement both aspects above in a hybrid approach </li></ul>Classrooms need to be set-up so as to be conducive to student-centred learning & accommodate collaboration between students. GBL activities can range from: <ul><li>Developing an understanding of the game mechanics (game rules, strategies & their consequences) </li></ul><ul><li>Discussing game content (so teachers can clarify misconceptions & elicit reflection) </li></ul><ul><li>Developing a critical approach to the game (its limitations, inaccuracies & overall validity & realism) </li></ul>
  8. 8. Testing the game – crucial step
  9. 9. 3 phases of conducting a GBL session
  10. 10. Further information <ul><li>For a reference list and full discussion of all academic articles and policy papers used as a basis for this visual presentation, please consult the ‘in depth’ answer associated to this question. </li></ul><ul><li>For a summarized text version of the above mentioned ‘in depth’ answer, please consult the ‘in short’ answer associated to this question. </li></ul>

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