000 03671nam a22005055i 4500
001 978-981-287-518-1
003 DE-He213
005 20200421112047.0
007 cr nn 008mamaa
008 150818s2016 si | s |||| 0|eng d
020 _a9789812875181
_9978-981-287-518-1
024 7 _a10.1007/978-981-287-518-1
_2doi
050 4 _aQ342
072 7 _aUYQ
_2bicssc
072 7 _aCOM004000
_2bisacsh
082 0 4 _a006.3
_223
100 1 _aChee, Yam San.
_eauthor.
245 1 0 _aGames-To-Teach or Games-To-Learn
_h[electronic resource] :
_bUnlocking the Power of Digital Game-Based Learning Through Performance /
_cby Yam San Chee.
250 _a1st ed. 2016.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2016.
300 _aXVI, 190 p. 52 illus., 51 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aGaming Media and Social Effects,
_x2197-9685
505 0 _aIntroduction -- 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.
520 _aThe 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.
650 0 _aEngineering.
650 0 _aComputers.
650 0 _aEducational technology.
650 0 _aComputational intelligence.
650 1 4 _aEngineering.
650 2 4 _aComputational Intelligence.
650 2 4 _aEducational Technology.
650 2 4 _aComputing Methodologies.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789812875174
830 0 _aGaming Media and Social Effects,
_x2197-9685
856 4 0 _uhttp://dx.doi.org/10.1007/978-981-287-518-1
912 _aZDB-2-ENG
942 _cEBK
999 _c57005
_d57005