Digital games that teach: a critical analysis

Digital Games and Learning, 2019

… Games as Educational and Management Tools, 2011

Games have always been present in the development of the human society, facilitating ways of social interaction and contributing to the maturation of culture. Today, digital games present themselves as one of the most common forms of entertainment, especially for children and teenagers, combining the playful factor with pedagogical advantages, promoting changes in terms of cognitive, behavioral and psychomotor skills in its users. The use of digital games in educational contexts encourages active, critical, autonomous and ...

Journal on Educational Technology, 2019

This special issue aims to increase the body of knowledge and evidence concerning the learning potential of video games and gamification, as well as the problems associated with educational uses of games (Persico, Passarelli, Dagnino, Manganello, Earp, & Pozzi, 2019). The selection of papers presented here has been informed by this overarching aim. At the same time, we hope that educators planning to employ games in their classes will find that they provide inspiring examples of educational uses of games. Since designing appropriate and pedagogically sound game-based learning interventions is a difficult endeavour, we do hope that the following articles will contribute to dissipate the fog that often envelops design principles for Game-Based Learning.

This paper is concerned with the concepts and theories behind Digital Game-Based Learning and why it should be considered in our developing digital environment an important aspect of pedagogy in this century. It considers that digital games as a media constitutes the most interactive and engaging medium in today’s culture, and for modern learners. It investigates some of the background to this medium as a proposed educational milieu and some of the difficulties facing those who might try to implement it. Above all it tries to investigate the theoretical postulate that today’s learners are fundamentally different to those who preceded them, and the majority of those who now attempt to educate them, and how this affects the requirements of the educational environment.

2019

No reproduction, copy or transmission may be made without written permission from the individual authors. Review Process Papers submitted to this conference have been double-blind peer reviewed before final acceptance to the conference. Initially, abstracts were reviewed for relevance and accessibility and successful authors were invited to submit full papers. Many thanks to the reviewers who helped ensure the quality of all the submissions. Ethics and Publication Malpractice Policy ACPIL adheres to a strict ethics and publication malpractice policy for all publicationsdetails of which can be found here: http://www.academic-conferences.org/policies/ethics-policy-for-publishing-in-theconference-proceedings-of-academic-conferences-and-publishing-international-limited/ Conference Proceedings The Conference Proceedings is a book published with an ISBN and ISSN. The proceedings have been submitted to a number of accreditation, citation and indexing bodies including Thomson ISI Web of Science and Elsevier Scopus. Author affiliation details in these proceedings have been reproduced as supplied by the authors themselves.

British Journal of Educational Technology, 2007

In the spring of 2005, the author designed and taught a graduate level course on digital game based learning, primarily for teachers. Teachers cannot be expected to embrace digital games as a tool for learning unless they have a sound understanding of the potential as well as the limitations, and are confident in their ability to use games effectively to enhance learning. The course was designed as an introduction to digital games and gaming for instruction and learning. In it, students explored the theories; possibilities, considerations and constraints related to the design of instructional games, and the use of learning and commercial entertainment games in classroom and out-of-class settings. The design of the course along with the rationales will be outlined and participant reaction profiled. Suggestions for future course designs are described as well as key elements crucial for teacher preparation. Ultimately, the success of digital games as a medium for learning depends to a large extent on the abilities of new and practicing teachers to take full advantage of this medium. *Note*: This paper is available through BJET

Digra, 2005

We have to do your homework. We have to study your spelling words,' " Ms.

2009

Each year, the Games, Learning and Society (GLS) program at the University of Wisconsin-Madison hosts a conference to facilitate conversation about digital literacy learning in the spaces of popular culture, fandom, and interactive media-like games. Each year, we bring academics, designers, educators, and media fans together to share thoughts and findings on how digital media, commercial and otherwise, can enhance learning, culture, and education. The event has been a surprising success in many ways, and we now boast an acceptance rate (13-30%) more stringent than some peer-reviewed academic journals and a waiting list for entry each year. In response, we have not only expanded our capacity for participants each year but also increased our audience through special issues in journals central to our community such as E-Learning. This special issue represents one of our attempts to connect important research themes represented at GLS to broader conversations about the nature and quality of learning through digital media more broadly. Although the title GLS specifies 'games', our interests are better conceptualized as 'learning through interaction' in more comprehensive terms. The community and field has expanded over the past five years to include research and design in areas well beyond video games alone to include popular culture and fandom communities, digital/visual cultures, and interactive design more generally.