May 25, 2015

I AM a gamer! Who would have thought?!

Having started INF541: Game Based Learning not seeing myself as a gamer, I now recognise myself as a dormant gamer; and along with leisure and social gamers, we make up more than half of the gaming community (Klopfer, Osterweil & Salen, 2009). This has helped me to broaden my perception of what a “gamer” looks for in a game, and recognise that the children that I teach come to school with a diversity of gaming experiences and preferences. My game preferences will undoubtedly influence the types of games I choose to use in my context in a primary school library, and this is something that I need to be conscious of (Hanghøj, 2013).

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May 16, 2015

Assuring Colleagues and Parents that Learning in Games is Possible

Screenshot from Roads of Rome by www.bigfishgames.com

Screenshot from Roads of Rome by www.bigfishgames.com

Brom, Šisler & Slavík (2010) identify three major problems that make it difficult to integrate games with formal education:

  1. lack of acceptance of games as educational tools (games are perceived as leisure time activities with no pedagogic value except perhaps for developing IT skills; there is a tension between learning objectives & gaming objectives, and many believe that given a choice, players will choose gaming objectives over learning objectives)
  2. problem of transfer of learning in game to real-life or other contexts
  3. practical barriers – timetable constraints, quality and reliability of school’s IT equipment and infrastructure, unintelligibility of interfaces and game rules for some teachers

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