國立虎尾科技大學 |

Games-To-Teach or Games-To-Learn = Unlocking the Power of Digital Game-Based Learning Through Performance /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Games-To-Teach or Games-To-Learn/ by Yam San Chee.
其他題名:	Unlocking the Power of Digital Game-Based Learning Through Performance /
作者:	Chee, Yam San.
面頁冊數:	XVI, 190 p. 52 illus., 51 illus. in color.online resource. :
Contained By:	Springer Nature eBook
標題:	Computational intelligence. -
電子資源:	https://doi.org/10.1007/978-981-287-518-1
ISBN:	9789812875181

Games-To-Teach or Games-To-Learn = Unlocking the Power of Digital Game-Based Learning Through Performance /
Chee, Yam San.

Games-To-Teach or Games-To-LearnUnlocking the Power of Digital Game-Based Learning Through Performance /[electronic resource] :by Yam San Chee. - 1st ed. 2016. - XVI, 190 p. 52 illus., 51 illus. in color.online resource. - Gaming Media and Social Effects,2197-9685. - Gaming Media and Social Effects,.

Introduction -- Games-to-teach or games-to-learn: What’s the difference and why it matters -- Theory of game-based learning as performance -- Statecraft X: Learning governance by governing -- Legends of Alkhimia: Engaging in scientific inquiry by being a chemist -- Escape from Centauri 7: Reifying electromagnetic forces through simulation -- Game-based learning and the challenges of school reform -- Conclusion: Future prospects and educational opportunities.

The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the difference between game-based-teaching and game-based learning, and why this difference is of critical importance, (2) an exposition of the theory of game-based learning as performance, (3) concrete exemplars and research outcomes relating to three game-based learning curricula that have been empirically evaluated in schools, and (4) an understanding of complex issues related to the human side of school change that must be effectively addressed to achieve take-up of game-based learning in schools.

ISBN: 9789812875181

Standard No.: 10.1007/978-981-287-518-1doiSubjects--Topical Terms:

568984
Computational intelligence.

LC Class. No.: Q342

Dewey Class. No.: 006.3

Games-To-Teach or Games-To-Learn = Unlocking the Power of Digital Game-Based Learning Through Performance /
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520 $a The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the difference between game-based-teaching and game-based learning, and why this difference is of critical importance, (2) an exposition of the theory of game-based learning as performance, (3) concrete exemplars and research outcomes relating to three game-based learning curricula that have been empirically evaluated in schools, and (4) an understanding of complex issues related to the human side of school change that must be effectively addressed to achieve take-up of game-based learning in schools.
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