The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Games and Their Embodied Learning Principles in the Classroom: Connecting Learning Theory to Practice
Abstract
This chapter explores how educators can use games and their embodied learning principles as a source for student learning, motivation, and engagement. It begins by highlighting important educational issues, such as lack of motivation and how technology has affected students and communication (Prensky, 2005). It then illustrates how digital games can address these issues and support learning and foster meaningful engagement by exploring Gee's (2007) learning principles and Prensky's (2005) activities and learning techniques. Each learning principle and activity is addressed with a summary of the concept, an example of how video games exemplify the concept, and practical methods for integrating the idea into classroom instruction through games and activities. The chapter concludes with an overview of main concepts and highlights future directions for research connecting learning theories to digital games.
Related Content
Ricardo Alexandre Peixoto de Queiros, Mário Pinto, Alberto Simões, Carlos Filipe Portela.
© 2023.
13 pages.
|
Preety Khatri.
© 2023.
17 pages.
|
Mehmet Kosa, Ahmet Uysal, P. Erhan Eren.
© 2023.
31 pages.
|
Kaila Goode, Sheri Vasinda.
© 2023.
22 pages.
|
Helena Martins, Artemisa Dores.
© 2023.
21 pages.
|
Ali Ben Yahia, Sihem Ben Saad, Fatma Choura Abida.
© 2023.
15 pages.
|
Baris Atiker.
© 2023.
23 pages.
|
|
|