Long title
Digital Games and Learning. Perspectives on Game-Based Learning
Author(s)' contact information
Book type
Other
Status
Accepted for publication
Publisher
Continuum Publishing
Year
2010
Place of publication
London
Country
United Kingdom
Abstract
COVER DESCRIPTION
'The popularity of entertainment gaming over the last decades has more recently led to the use of games for non-entertainment purposes, such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming and helped to spread applications from the home into schools, colleges, universities and out into professional training and continuing professional development.
The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can they be used to motivate and accelerate learning? What are their main strengths for learning? The contributors explore these, and many other questions, to help the reader to understand the paradigm shift from conventional learning environments to learning in games and simulations.'
While many of the chapters are of tangential use to anyone interested in ethical learning via games and sims, the book contains two chapters of direct interest to Teaching Legal Ethics users:
de Freitas, s., Maharg, P. Digital games and learning: modelling learning experiences in the digital age.
Barton, K., McKellar, P. From master to games-master: managing disequilibrium and scaffolding in simulation-based learning.
The book will be published later this year.
'The popularity of entertainment gaming over the last decades has more recently led to the use of games for non-entertainment purposes, such as training and business support. The emergence of the serious games movement has capitalized on this interest in leisure gaming and helped to spread applications from the home into schools, colleges, universities and out into professional training and continuing professional development.
The movement raises many significant issues and challenges for us. How can gaming and simulation technologies be used to engage learners? How can they be used to motivate and accelerate learning? What are their main strengths for learning? The contributors explore these, and many other questions, to help the reader to understand the paradigm shift from conventional learning environments to learning in games and simulations.'
While many of the chapters are of tangential use to anyone interested in ethical learning via games and sims, the book contains two chapters of direct interest to Teaching Legal Ethics users:
de Freitas, s., Maharg, P. Digital games and learning: modelling learning experiences in the digital age.
Barton, K., McKellar, P. From master to games-master: managing disequilibrium and scaffolding in simulation-based learning.
The book will be published later this year.
Teaching Methods
Teaching Topics
Other Topics