LudoScience

Informations

Support : Références scientifiques
Auteur(s) : Kim J. Hyatt, Jessica L. Barron, Michaela A. Noakes
Editeur : Cases on E-Learning Management: Development and Implementation: Development and Implementation, 103.
Date : 2012
Langue :

Description

ABSTRACT

 

The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however, is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.

 

Références (1) :

 

Djaouti D, Alvarez J, Jessel JP. Can game 2.0 help design serious games? A comparative study, in Proceedings of the 5th ACM SIGGRAPH Symposium on video games, 2010; 11–18. Doi:10.1145/1836135.1836137.  

Mots-clés : Video games, Learning

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