Titlebook: Choosing and Using Digital Games in the Classroom; A Practical Guide Katrin Becker Book 2017 Springer International Publishing Switzerland

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What Is It About Games? “game.” You will find almost as many definitions of “game” as there are authors writing about it. There are some common elements though, and this chapter uses those to define what we mean by “game.” In order to make effective use of games in the classroom we need to be able to choose appropriate ga

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Digital Game Pedagogy: Teaching with Games and models. Using the premise that “good” games already embody sound pedagogy we should have little trouble mapping instructional theories onto game designs even if the incorporation of those theories was not deliberate. From these examinations we can see that learning and instructional design are

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Commercial Off-the-Shelf Games (COTS) for learning, in other words, serious games where the educational purpose of the game is explicit and was likely part of the design goals right from the start. When it comes to using COTS games in the classroom, acceptance is still somewhat lagging—often with good reason—though there are some notew

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A Magic Bulletow the balance of the various parts can affect the game’s potential for use in a learning context. I first outline the ideal, and then go on to explain how to assess a game that deviates from the ideal.

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End Gameourses, and has provided a wide variety of practical ideas for how to use them in our classrooms, along with some examples. It is silly to imply that this is all you need do to ensure the games you choose are going to be perfect for you needs, or that using these templates will ensure that all of yo

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Supplementary Materialsd the 15 ways to use games are summarized for easy reference. The 101 instructional strategies are presented in a table sorted alphabetically and crossreferenced by their section numbers in Ch. .. This chapter also contains lesson plan, study guide, and teacher’s giude templates that can be copied a

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