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Video Game Integration

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Video Game Integration

  1. 1. Video Game Education Integration By: Steven Drwecki
  2. 2. Contents • 3-5 Immersed in Video Games: Media Education and Ethical Participation • 6-7 What Teachers Need To Know About The • Video Game Generation. • 8-9 Pervasive learning games: Explorations of hybrid educational gamescapes 10 Conclusion • 11 Works Cited
  3. 3. Immersed in Video Games: Media Education and Ethical Participation • The purpose of this • Activities included the study was to see why students making a video male students were not game from those enthusiastic about younger than them. critical aspects of media • Activities learned in the learning and favored class would help them skill based learning(5). to make a non-violent • Study (Click for full ethically correct game report)
  4. 4. Learning Experience • Students played in an • Students also learned arcade for two hours Flash animation and where they could play how it could be used in any game they wanted. producing video games. • Next they visited a • Students also expanded game studio where they their use of media by could see the process of blogging about their game producing experiences.
  5. 5. What Does Steve Think? • Learning is important. • Integrating things into the classroom that the kids are interested in help to expand learning beyond the classroom. • Videogames are more than games if students can learn from them. • Stereotyping tools for learning only hurts the students.
  6. 6. What Teachers Need To Know About The Video Game Generation. • This article gives light on to why video games can be important tools in helping kids learn. • Video Games are used to train for many professions • Video Games relate to real life. • Video games are much like real life. Different routes can lead to the same ending, different strategies can lead in the same results.
  7. 7. Reflection • As a teacher you need to stay up to date on the interests of your students. • Do not say NO to new forms of learning because you do not use or understand how they work. • Learning is not something we do it is something we live. • As a teacher you set the standard for welcoming new ideas. New ideas inspire new thoughts and bring those students to in class discussion who may have previously not participated.
  8. 8. Pervasive learning games: Explorations of hybrid educational gamescapes • The way in which users interact with each others in games has changed over the years. • The most relevant changes in games is that now they are done online with the interaction of others and you can play with others at any time of the day. • Benefits to pervasive learning is that access is available at any time of the day. • Current lack of pervasive learning games out now. More on the market would lead to reaching more students.
  9. 9. Pervasive Reflection • Great Idea. • Needs more financial backing. • Life happens but so should learning. We should not penalize learners for life's occurrences by denying education. • Further development of interactive environments to help students learning can only further their interest in the classroom
  10. 10. Conclusion • Video game have been and will continue to be important to kids. • Integrating the things kids are interested in will help them to learn. • Creating environments either digital or real that the kids are comfortable in will be beneficial to learning. • Proven methods have worked in the past though they many not work in the future. • Embrace, enlighten, encourage, and open your mind and challenge yourself to learn new things.
  11. 11. Works Cited Sezuanni, M. (2008, Winter2008). Immersed in video games: Media education and ethical participation. Screen Education, Retrieved April 29, 2009, from Academic Search Premier database.doi:10.1177/1046878105282274 Simpson, E. (2005, September). What Teachers Need to Know about the Video Game Generation. TechTrends: Linking Research & Practice to Improve Learning, 49(5), 17-22. Retrieved April 29, 2009, from Academic Search Premier database. Thomas, S. (2006, March). Pervasive learning games: Explorations of hybrid educational gamescapes. Simulation & Gaming, 37(1), 41-55. Retrieved April 29, 2009, doi:10.1177/1046878105282274

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