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Principles of Educational Digital Game Structure for Classroom Settings

Principles of Educational Digital Game Structure for Classroom Settings
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Author(s): Youngkyun Baek (Korea National University of Education, Korea)
Copyright: 2011
Pages: 11
Source title: Gaming and Simulations: Concepts, Methodologies, Tools and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-60960-195-9.ch113

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Abstract

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

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