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

ISBN-13: 9789811012440 / Angielski / Miękka / 2016 / 190 str.

Yam San Chee

Recenzje

"The author of this book promotes the inquiry-driven or games-to-learn approach. ... I would highly recommend the book to anyone interested in edutainment, serious games, or more generally in the pedagogy of video games. Game designers, whether their games are educational or not, will find useful guidance and much to think about. And game researchers will find much to like about this volume, as it provides testable claims." (J. M. Artz, Computing Reviews, December, 2015)

Spis treści

 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 in Electromagnetic Forces Through Simulation.- Game-Based Learning and the Challenge of School Reform.- Future Prospects and Educational Opportunities. 

O autorze

Chee Yam San is an Associate Professor in the Learning Sciences & Technologies Academic Group at the National Institute of Education, Nanyang Technological University (NTU). He obtained his BSc (Econ) Hons from the London School of Economics and Political Science, University of London, and his PhD from the University of Queensland, Australia.

Prof Chee’s research focuses on new media and new literacies in education, with a special emphasis on game-based learning in formal learning environments. Educational games that have been developed include Legends of Alkhimia, Statecraft X, Space Station Leonis, and Escape from Centauri 7. Prior work revolved around the design, development, and evaluation of learning environments that make use of distributed multimedia computer technologies to promote learning goals. Systems developed include Mind Bridges, a multimedia collaborative discussion tool, C–VISions, a 3D environment for collaborative virtual interactive simulations, and Voices of Reason, a learning environment for the development of argumentation skills.

Prof Chee is a member of the Association for Computing Machinery, the Australian Computer Society, the American Educational Research Association, the International AI in Education Society, the International Society of the Learning Sciences, the Jean Piaget Society, and the International Society for Cultural and Activity Research. He was President of the Asia-Pacific Society for Computers in Education (APSCE) for a two-year term from January 2004.

Prof Chee was the Founding Executive Editor of APSCE's journal, Research and Practice in Technology Enhanced Learning; he relinquished the position of Executive Editor at the end of 2008. He is currently an Associate Editor of the International Journal of Gaming and Computer-mediated Simulations, an Advisory Board Member of the Journal of Educational Technology & Society, and Editorial Board Member of the International Journal of Game- Based Learning, the International Journal of Mobile Learning and Organization and the International Journal of Web Based Communities.
In his previous employment at the National University of Singapore (NUS), Prof Chee was with the School of Computing where he taught course modules related to Cognitive Science, Human-Computer Interaction, and the Design of Learning Technologies. He also headed research efforts in the Learning Environments & Learning Science Lab while at NUS. In addition, Prof Chee held the positions of Associate Director, Centre for the Development of Teaching and Learning (February 1999-December 2002) and Deputy Director, Centre for Instructional Technology (February 1999-May 2000).

Blurb

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.