Digital games and learning by Sara de Freitas; Paul Maharg PDF

By Sara de Freitas; Paul Maharg

ISBN-10: 1441177191

ISBN-13: 9781441177193

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References Bateson, G. (1972/2000). Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution and Epistemology. Chicago: Chicago University Press. Bolter, J. D. and Grusin, R. (1999). Remediation: Understanding New Media. Cambridge: MIT Press. , Dineen, F. and Mayes, J. T. (1999). Learning vicariously in a distributed environment. Active Learning, Vol. 10, pp. 4–9. Schwab, J. (1970). The Practical: A Language for Curriculum. Washington, DC: National Education Association.

Thinking about learning in this way, opens up a new way to connect with our cultural and historical life, but we still Modelling Learning Experiences need tools to allow us to approach learning design in a way that is sensitive to this approach. One of the methods for achieving this practically is emerging from the work of the authors. In previous work, de Freitas and Oliver (2006) outlined an evaluative framework for the selection, use and evaluation of games in formal learning situations. The work was based upon studies with tutors and learners identifying particular issues associated with the selection, use and evaluation of games.

Transformational theory sets for games and professional learning So far we have been discussing why it is difficult to implement play learning and simulations within formal institutional and disciplinary cultures. The second question, how games can be used to facilitate professional learning, can be discussed in the context of two theory-sets. The first theory set creates a new representation of the inner life of a game, a diegetic model of play experience; while the second uses the construct of activity theory and Transactional Learning to build a model of context and engagement.

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Digital games and learning by Sara de Freitas; Paul Maharg

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