By Drew Davidson, et al.
This ebook makes a speciality of recommendations for utilising video games, simulations and interactive stories in studying contexts. a side of this venture is the interactive and collaborative approach within which it used to be created. rather than separated person articles, the authors and editors have orchestrated the articles jointly, interpreting and writing as an entire in order that the strategies around the articles resonate with one another. it really is our purpose that this article is going to function the root of many extra discussions throughout convention panels, on-line boards and interactive media that during flip will engender extra precise collaborative matters and texts.
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Extra resources for Beyond Fun: Serious Games and Media
Clearly, players studying game manuals, FAQs, and cheats are enaging in literacy practices, as are those players who write them. But so ar students who are obsessed with their games during school, sharing or downloading cheats, drawing on their patterns notebooks, or rehearsing moves in their minds. They are reflecting on their action. Of course as educators, we might prefer them pondering ideas consistent with our agendas. If we only look at game play itself, we miss half the story. Sleeping, web searching, reflecting is also part of the game play, and this is why game players can put a game down one night, and pick it up the next morning and “get it” (also similar to athletes and musicians working on difficult performances).
What kinds of experiences would you want learners to have? How would you pace them and how would you know if they truly mastered what you needed them to learn? These questions, which may seem traditionally the domain of instructional technologists, are ones also faced by video game designers. As games get longer and more complex, designers have devised ways to “teach the player” to see and act in particular ways. Whereas educational technologists ask if education can happen at a distance, gamers shows you that it already does, as game designers and distributed game communities help them become better players.
Now we want to push the world of videogames into the service of teaching. We want to use games to produce learning. Yet, at the same time, those who study education continue to question some basic assumptions these desires rests upon. ” is a perennial question of learning outcomes. ” Even as the world of education is rethinking how to assess when learning is taking place, we are busily trying to change how people learn. Perhaps nothing points out these tensions more than casting the question of games that teach against the videogame violence debate.