23: Computer-Based Games for Learning
- Page ID
- 88122
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- 23.1: Introduction
- This page defines and explores computer-based games as effective educational tools. It covers key concepts, theoretical support, and features that enhance learning through games and simulations. The chapter provides strategies for implementing and creating educational games, emphasizing their engaging nature to encourage educators to integrate them into teaching practices, ultimately fostering student interest and skill development.
- 23.2: “Square One” - What are We Talking About?
- This page defines games as structured activities with goals and rules, evolving from traditional to electronic formats, including real-world simulations that encourage problem-solving. It distinguishes between games, simulations, and simulation games, highlighting their educational value across disciplines. The page also examines various game formats, from solo play to large online communities, and their applications in different fields.
- 23.3: Why Use Computer-Based Games for Learning?
- This page examines the increasing role of computer-based games in education, driven by their popularity and accessibility among children. It emphasizes the engagement and intrinsic motivation games provide, supported by theories like constructivist learning and situated cognition. The page highlights that games promote active participation and skill development, with studies showing improved learning outcomes and shifts in cognitive processes among younger learners.
- 23.4: Game-Based Learning Examples
- This page explores the use of games in education across various levels, from K–12 to higher education and professional training. It features Educational Games Central, enabling teachers to create custom learning games, and discusses examples of commercial games like Roller Coaster Tycoon and SimCity used for teaching subjects such as physics and environmental management.
- 23.5: What Makes A Learning Game Effective?
- This page emphasizes the necessity of distinguishing hype from reality in game-based learning, where success relies on effective game design, alignment with educational goals, and technological support. It outlines key design principles such as engagement and progressive difficulty, while highlighting various learning outcomes like cognitive and skill-based objectives.
- 23.6: Getting Started
- This page examines the challenges faced by educators in integrating computer-based games into learning, including limited experience and institutional constraints. It highlights how curricular mandates can obstruct the use of educational games. To overcome these obstacles, Prensky (2006) recommends incorporating discussions, making teaching more game-like, and using both educational and commercial games to engage students, thereby enhancing learning without major course restructuring.
- 23.7: Creating Your Own Game
- This page explores approaches to designing educational games, advocating for methods like frame games, modifying commercial games with toolkits, collaborating with academic programs for custom solutions, and creating blended games that integrate digital and offline elements. It stresses the importance of aligning projects with personal experience and learner needs, and emphasizes achieving early successes to build institutional support for larger initiatives.
- 23.8: Summary
- This page highlights the evolving nature of modern students and their digital language, contrasting it with traditional education. It discusses the role of games in learning, including essential terms, motivation, and implementation guidelines. The authors encourage readers to integrate computer-based games into education and offer resources for further exploration, wishing them success in this innovative approach.