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A Guide to Designing Curricular GamesLet the Games Begin! Teaching Your Game

A Guide to Designing Curricular Games: Let the Games Begin! Teaching Your Game [This chapter explores pedagogical and logistical aspects to teaching the game by walking the reader through different steps and ways to implement the game. Certain scenarios such as how to deal with “cheaters” and those resistant to “playing games” in school are discussed. This chapter stresses the importance of the role of the teacher in putting into place the structures around the game in order to leverage learning, including exploring teachers playing a role in the game story (Digital games and learning, Continuum, London, pp. 226–251, 2011). It also encourages teacher research, or systematically collecting data to answer questions and to use these answers to further develop the curricular game. Finally, it proposes the idea that students can learn by designing, creating, and teaching their own curricular games by drawing on Papert’s (Mindstorms: children, computers, and powerful ideas, Basic Books, New York, 1980) notion of constructionism.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Guide to Designing Curricular GamesLet the Games Begin! Teaching Your Game

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/lp/springer-journals/a-guide-to-designing-curricular-games-let-the-games-begin-teaching-CIrNa0466v
Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2017
ISBN
978-3-319-42392-0
Pages
271 –311
DOI
10.1007/978-3-319-42393-7_8
Publisher site
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Abstract

[This chapter explores pedagogical and logistical aspects to teaching the game by walking the reader through different steps and ways to implement the game. Certain scenarios such as how to deal with “cheaters” and those resistant to “playing games” in school are discussed. This chapter stresses the importance of the role of the teacher in putting into place the structures around the game in order to leverage learning, including exploring teachers playing a role in the game story (Digital games and learning, Continuum, London, pp. 226–251, 2011). It also encourages teacher research, or systematically collecting data to answer questions and to use these answers to further develop the curricular game. Finally, it proposes the idea that students can learn by designing, creating, and teaching their own curricular games by drawing on Papert’s (Mindstorms: children, computers, and powerful ideas, Basic Books, New York, 1980) notion of constructionism.]

Published: Oct 20, 2016

Keywords: Video Game; Game Play; Game Design; English Language Learner; Student Thinking

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