| 000 | 03984nam a22005415i 4500 | ||
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| 001 | 978-981-287-518-1 | ||
| 003 | DE-He213 | ||
| 005 | 20220801221211.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 150818s2016 si | s |||| 0|eng d | ||
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_a9789812875181 _9978-981-287-518-1 |
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| 024 | 7 |
_a10.1007/978-981-287-518-1 _2doi |
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_aUYQ _2bicssc |
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_a006.3 _223 |
| 100 | 1 |
_aChee, Yam San. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _954673 |
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| 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 Nature Singapore : _bImprint: Springer, _c2016. |
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| 300 |
_aXVI, 190 p. 52 illus., 51 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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_aGaming Media and Social Effects, _x2197-9693 |
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| 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 |
_aComputational intelligence. _97716 |
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| 650 | 0 |
_aEducational technology. _924353 |
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| 650 | 0 |
_aArtificial intelligence. _93407 |
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| 650 | 1 | 4 |
_aComputational Intelligence. _97716 |
| 650 | 2 | 4 |
_aDigital Education and Educational Technology. _933307 |
| 650 | 2 | 4 |
_aArtificial Intelligence. _93407 |
| 710 | 2 |
_aSpringerLink (Online service) _954674 |
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| 773 | 0 | _tSpringer Nature eBook | |
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_iPrinted edition: _z9789812875174 |
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_iPrinted edition: _z9789812875198 |
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_iPrinted edition: _z9789811012440 |
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_aGaming Media and Social Effects, _x2197-9693 _954675 |
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| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-981-287-518-1 |
| 912 | _aZDB-2-ENG | ||
| 912 | _aZDB-2-SXE | ||
| 942 | _cEBK | ||
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