Digital Games and Learning - download pdf or read online

By Sara de Freitas

ISBN-10: 1441198709

ISBN-13: 9781441198709

The acclaim for leisure gaming during the last many years has ended in using video games for non-entertainment reasons in parts reminiscent of education and company aid. The emergence of the intense video games flow has capitalized in this curiosity in relaxation gaming, with a rise in rest video game methods in colleges, schools, universities and in specialist education and carrying on with expert development.

The stream increases many major concerns and demanding situations for us. How can gaming and simulation applied sciences be used to interact beginners? How can video games be used to inspire, deepen and speed up studying? How can they be used to maximum impression in studying and instructing? The individuals discover those and lots of different questions which are important to our realizing of the paradigm shift from traditional studying environments to studying in video games and simulations. >

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One of the methods for achieving this practically is emerging from the work of the authors. In previous work, de Freitas and Oliver (2006) outlined an evaluative framework for the selection, use and evaluation of games in formal learning situations. The work was based upon studies with tutors and learners identifying particular issues associated with the selection, use and evaluation of games. The framework, which was being mapped onto activity theory, focuses upon four main dimensions: the context, the learner, the representation of the game (diegesis) and the pedagogies used.

Following this tendency, our chapter sets out to explore two issues in the design and implementation of digital games and learning in professional learning contexts: 1. why is it so difficult to implement play learning and simulations within formal institutional and disciplinary cultures? 2. how can games be used more effectively to facilitate professional learning? While there remains much research to be carried out at a fairly basic level on how play and learning inter-relate, it is clear that the relationship is a complex one (Oliver and Pelletier, 2004).

How high does the level of fidelity need to be? How interactive should it need to be to convey a realistic experience, what is the role in the role play and how accurate does that need to be? What narrative structures need to be used? An element of repetition, quizzes and quests are just a few devices that can be threaded together in the game design to ensure engagement and motivation of the students playing the game. Diegesis then becomes the gameplay, how the environment and narrative is structured then supports the immersion and flow.

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Digital Games and Learning by Sara de Freitas

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