Availability: Choosing and using digital games in the classroom

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Bibliographic Details
Main Author:	Becker, Katrin (Author)
Format:	Book
Language:	English
Published:	[Cham] Springer [2017]
Series:	Advances in game-based learning
Subjects:	Lernspiel Computerspiel Computerunterstütztes Lernen
Links:	http://deposit.dnb.de/cgi-bin/dokserv?id=4772878&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029238729&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Physical Description:	xxv, 411 Seiten Illustrationen, Diagramme 235 mm x 155 mm
ISBN:	9783319122229

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adam_text	Contents Part I 1 2 Context What Is It About Games?. 1.1 What Is a Game?. 1.1.1 Defining “Game”. 1.2 Why We Need to Analyze Games. 1.3 Why Games?. 1.3.1 Games in Society. 1.3.2 Games in Education. 1.3.3 Talking About Games. 1.3.3.1 Digital vs. Analog. 1.3.3.2 Game vs. Simulation. 1.3.3.3 Computer Game vs. Computer-Mediated Game. 1.3.3.4 Digital Game-Based Learning (DGBL) vs. Digital Game Pedagogy (DGP) vs. Gamification. 1.3.3.5 Serious Game. 1.3.3.6 Commercial Off-the-Shelf Games. 1.3.4 Going Digital. 1.4 Games Now. 1.5 Summary. References. 3 4 5 6 8 9 10 11 11 12 13 13 13 15 18 19 21 Digital Game-Based Learning: Learning with Games. 2.1 Theoretical Underpinningsof DGBL. 2.1.1 Learning Theories. 2.1.1.1 Behaviorist Approaches. 2.1.1.2 Cognitive Approaches. 2.1.1.3 Social Learning Approaches. 2.1.1.4 Constructivist Approaches. 2.1.1.5 Humanist Approaches. 25 26 28 31 33 37 40 43 12 ix x Contents 3 2.2 2.3 2.4 2.5 2.6 The Clark-Kozma Debate, Revisited. All Games Teach. Why Games?. Why NOT Games?. Games Literacy. 2.6.1 Play Is the Beginningof Knowledge. 2.6.2 Media Literacy and Games. 2.7 Summary. References. 48 51 51 53 55 55 55 56 57 Digital Game Pedagogy: Teaching with Games. 3.1 Introduction. 3.2 Studying the Masters. 3.2.1 Choosing Good Games. 3.3 Instructional Design Theory. 3.3.1 Didactic Approaches. 3.3.LÍ Gagne’s Nine Events. 3.3.1.2 Reigeluth’s Elaboration Theory. 3.3.1.3 Merrill’s First Principles. 3.3.2 Instructionist Approaches. 3.3.2.1 Spiral Instruction. 3.3.2.2 Programmed Instruction. 3.3.2.3 Direct Instruction. 3.3.3 Bricolage. 3.3.3.1 Problem-Based Learning. 3.3.3.2 Situated Learning. 3.3.3.3 Discovery Learning. 3.3.4 Hermeneutic Approaches. 3.3.4.1 Activity Theory. 3.3.4.2 Constructivist Learning Environments. 3.3.4.3 ARCS. 3.3.5 Cognitive Approaches. 3.3.5.1 Advance Organizers. 3.3.5.2 Information Processing. 3.3.5.3 Cognitive Apprenticeship. 3.4 Game Elements. 3.5 Summary. References. 63 64 65 66 66 69 70 73 74 75 76 77 78 79 79 81 83 84 84 87 89 90 90 91 93 94 94 96 Part II 4 Choosing Games Commercial Off-the-Shelf Games (COTS). 4.1 Introduction. 4.2 Digital Games Are Special. 4.3 Fitness for Purpose. 4.3.1 Advantages to Using COTS Games. 4.3.2 Disadvantages to Using COTS Games. 101 102 103 106 106 108 Contents 4.3.3 Games for Content. 4.3.3.1 Angry Birds. 4.3.3.2 Civilization IV. 4.3.3.3 The SIMs. 4.3.3.4 FIFA Soccer. 4.3.3.5 Roller Coaster Tycoon. 4.3.3.6 Assassin’s Creed. 4.3.4 Games as Environments. 4.3.4.1 Minecraft. 4.3.4.2 Portal. 4.3.5 Games as Literature. 4.3.5.1 Gone Home. 4.4 Summary. References and Resources. 110 110 Ill Ill Ill 112 112 113 113 114 114 115 116 117 5 A Magic Bullet. 5.1 Introduction. 5.1.1 Informal Research. 5.1.2 Formal Research on Games. 5.1.3 Playing Games. 5.1.4 A Better Way. 5.2 The Magic Bullet Model. 5.2.1 Things We CAN Learn (CL). 5.2.2 Things We MUST Learn (ML). 5.2.3 External Learning (EL). 5.2.4 Coincidental Learning. 5.2.5 Variations on a Theme. 5.2.5.1 Equal Balance. 5.2.5.2 Must ««Can. 5.2.53 Must Can. 5.2.5.4 Must ší Can. 5.2.5.5 Thin Games. 5.3 Magic Bullet for Education. 5.3.1 Operational Learning. 5.3.2 Educational Learning. 5.3.3 Discretionary Learning. 5.4 Summary. References and Resources. 119 121 121 123 124 124 125 127 127 128 128 129 129 133 138 140 142 144 146 147 147 148 149 6 Evaluating Games. 6.1 Introduction. 6.2 What’s Important in a Game for Learning?. 6.3 What Roles Do Teachers Play?. 6.4 Decorative Media Principle. 6.5 Becker’s Lazy Test (a.k.a. the BLT). 151 152 153 154 155 158 xįi Contents 6.6 The Four Pillars. 6.6.1 Gameplay. 6.6.1.1 Content and Originality. 6.6.1.2 Game Mechanics. 6.6.1.3 Game Progression. 6.6.1.4 Artistic Design. 6.6.1.5 Set, Settings, Characters, and Costumes. 6.6.1.6 Audio. 6.6.2 Educational Content. 6.6.2.1 Instructional Strategies. 6.6.2.2 Instructional Design. 6.6.2.3 Objectives. 6.6.2.4 Integration. 6.6.2.5 Accuracy. 6.62.6 Assessment. 6.6.3 Teacher Support. 6.6.3.1 Teacher’s Guide. 6.6.3.2 Plug N’ Play. 6.6.3.3 Supplementary Resources. 6.6.3.4 Community. 6.6.4 Magic Bullet Rating. 6.6.4.1 Overall Balance. 6.6.4.2 Can vs. Must. 6.6.4.3 Operational vs. Educational. 6.6.4.4 Educational vs. Discretionary. 6.7 Summary. References. 159 160 161 161 162 162 162 163 163 163 164 165 165 166 166 167 167 169 169 169 169 170 170 170 171 171 172 7 4PEG in Action. 7.1 Introduction. 7.2 September 12. 7.2.1 Game Description. 7.2.1.1 Summary Review. 7.2.1.2 Game Overview. 7.2.2 Educational Review. 7.2.2.1 Teacher Support. 1222 Educational Content. 7.2.2.3 Magic Bullet Assessment. 7.2.2.4 Instructional Strategies. 7.2.2.5 Possible Uses and Affordances. 7.3 Osy Osmosis. 7.3.1 Game Description. 7.3.1.1 Summary Review. 7.3.1.2 Game Overview. 175 175 177 178 178 179 180 180 180 180 181 181 182 183 183 183 xiii Contents 7.3.2 Educational Review. 7.3.2.1 Teacher Support. 7.3.2.2 Educational Content. 7.3.2.3 Magic Bullet Assessment. 7.3.2.4 Instructional Strategies. 7.3.2.5 Possible Uses and Afi'ordances. 7.4 Real Lives. 7.4.1 Game Description. 7.4.1.1 Summary Review. 7.4.1.2 Game Overview. 7.4.2 Educational Review. 7.4.2.1 Teacher Support. 7.4.2.2 Educational Content. 7.4.2.3 Magic Bullet Assessment. 7.4.2.4 Instructional Strategies. 7.4.2.5 Possible Uses and Affordances. 7.5 Math Blaster. 7.5.1 Game Description. 7.5.1.1 Summary Review. 7.5.1.2 Game Overview. 7.5.2 Educational Review. 7.5.2.1 Teacher Support. 7.5.2.2 Educational Content. 7.5.2.3 Magic Bullet Assessment. 7.5.2.4 Instructional Strategies. 7.5.2.5 Possible Uses and Affordances. 7.6 Gone Home. 7.6.1 Game Description. 7.6.1.1 Summary Review. 7.6.1.2 Game Overview. 7.6.2 Educational Review. 7.6.2.1 Teacher Support. 7.6.2.2 Educational Content. 7.6.2.3 Magic Bullet Assessment. 7.6.2.4 Instructional Strategies. 7.6.2.5 Possible Uses and Affordances. 7.7 Minecraft. 7.7.1 Game Description. 7.7.1.1 Summary Review. 7.7.1.2 Game Overview. 7.7.2 Educational Review. 7.7.2.1 Teacher Support. 7.7.2.2 Educational Content. 7.7.2.3 Magic Bullet Assessment. 185 185 185 186 186 186 187 188 188 189 190 190 190 191 191 192 192 193 193 194 195 195 195 196 196 196 197 198 198 198 199 199 200 201 201 201 202 203 203 204 204 204 205 206 XļV Contents 7.7.2.4 Instructional Strategies. 7.7.2.5 Possible Uses and Affordances. 7.8 Portal 2. 7.8.1 Game Description. 7.8.1.1 Summary Review. 7.8.1.2 Game Overview. 7.8.2 Educational Review. 7.8.2.1 Teacher Support. 7.8.2.2 Educational Content. 7.8.2.3 Magic Bullet Assessment. 7.8.2.4 Instructional Strategies. 7.8.2.5 Possible Uses and Affordances. 7.9 Summary. References and Resources. Part III 8 206 207 207 208 208 209 210 210 210 211 211 211 212 214 Using Games Designing Game-Based Pedagogy. 8.1 Introduction. 8.2 The Myth of the Digital Native. 8.3 Teacher Roles and the Magic Circle. 8.4 Beginning at the Beginning. 8.5 Instructional Design and Lesson Planning Are Wicked Problems. 8.6 Instructional Design Models for DGBL. 8.6.1 Generalist Models. 8.6.1.1 A.D.D.I.E. 8.6.1.2 Design by Query. 8.6.1.3 Merrill’s First Principles. 8.6.2 Agile Models. 8.6.2.1 Wiggins and McTighe. 8.6.2.2 Rapid Prototyping. 8.6.2.3 Hannafin and Peck. 8.6.3 Detailed Models. 8.6.3.1 Gerlach and Ely. 8.6.3.2 Morrison, Ross and Kemp. 8.6.3.3 Dick and Carey. 8.6.4 Applied Models. 8.6.4.1 Serious ID. 8.6.4.2 Gamified ID. 8.6.4.3 Game- Based Learning ID. 8.7 Summary. References. 217 218 219 220 223 224 227 227 227 229 231 231 231 231 233 233 233 233 234 236 237 237 238 240 241 Contents 9 Game-Based Lessons. 9.1 Introduction. 9.2 15 Ways to Use Games in the Classroom. 9.2.1 Content. 9.2.2 Process. 9.2.3 Example (Case Study). 9.2.4 Counter-Example. 9.2.5 Inspiration. 9.2.6 Literature. 9.2.7 Art. 9.2.8 Music. 9.2.9 Lesson Opener. 9.2.10 Homework. 9.2.11 Medium. 9.2.12 Environment. 9.2.13 Virtual Environment. 9.2.14 Optional. 9.2.15 Pastime/Reward. 9.3 101 Instructional Strategies for DGBL. 9.3.1 1st TRIP (First TRIP). 9.3.2 3-2-1 (Three-Two-One). 9.3.3 Abstracting. 9.3.4 Action Projects. 9.3.5 AGO (Aims, Goals, Objectives). 9.3.6 AIDA (Analysis of Interactive Decision Areas). 9.3.7 Alternative Scenarios. 9.3.8 Anticipation Guide. 9.3.9 Apprenticeships. 9.3.10 Artifact Strategy. 9.3.11 Autobiographies. 9.3.12 Before, During, and After. 9.3.13 Biopoems. 9.3.14 Cascade. 9.3.15 CaseStudies. 9.3.16 Checklist. 9.3.17 Collections. 9.3.18 Collective Notebook. 9.3.19 Competitions. 9.3.20 Completed Work Chart. 9.3.21 Compositions. 9.3.22 Conflict Chart. 9.3.23 Creative Problem Solving. 9.3.24 Critical Incident Questionnaires (CIQ). 9.3.25 Critique. 9.3.26 CROWN. 9.3.27 DPTA (Directed PlayingThinking Activity). XV 243 244 245 245 246 247 248 249 250 250 251 252 253 254 255 255 256 257 257 258 259 259 259 260 260 261 261 262 262 262 263 263 264 264 264 265 265 265 266 266 267 267 268 268 269 269 xvj Contents 9.3.28 9.3.29 9.3.30 9.3.31 9.3.32 9.3.33 9.3.34 9.3.35 9.3.36 9.3.37 9.3.38 9.3.39 9.3.40 9.3.41 9.3.42 9.3.43 9.3.44 9.3.45 9.3.46 9.3.47 9.3.48 9.3.49 9.3.50 9.3.51 9.3.52 9.3.53 9.3.54 9.3.55 9.3.56 9.3.57 9.3.58 9.3.59 9.3.60 9.3.61 9.3.62 9.3.63 9.3.64 9.3.65 9.3.66 9.3.67 9.3.68 9.3.69 9.3.70 9.3.71 Data Analysis. Debriefing. Double Entry Journal. Exit/Admit Slips. Expectation Outline. Experiments. Fan Fiction. Field Guides. Field Logs. Field Trips. Find the Fib. Find the Rule. Flow Charts. Game Box. Game Club. Game Kits. Game Logs. Game Pitch. Game Reports. Game Talk. Guided Practice. Independent Playing Programs. Interdisciplinary (Cross-Curricular) Teaching. Journal. Justifying. Knowledge Rating. KWHL. Learning Contracts. Learning Stations. Letters from Previous Players. Machinima. Muddiest Point. Olympiads. Pair Play or Team Play. Paired Annotations. Playing Out Loud. Portfolio. Position Paper. Possible Dialog/Possible Statements. Precision Playing. Predictions. PROP Advance Organizer. Question the Developer. Recall, Summarize, Question, Comment, and Connect (RSQC2). 270 270 270 271 271 271 272 272 272 273 273 273 274 274 274 275 275 275 276 276 276 277 277 277 278 278 278 279 279 280 280 280 281 281 281 282 282 282 283 283 283 284 284 284 Contents 10 xvii 9.3.72 Reflection Logs. 9.3.73 RELATE Table. 9.3.74 Relay Summary. 9.3.75 Retelling the Story. 9.3.76 Rewrite the Ending. 9.3.77 Role-Playing. 9.3.78 Role/Audience/Format/Topic (RAFT). 9.3.79 S.W.O.T. Analysis (SWOT). 9.3.80 Scale Models and Drawings. 9.3.81 SCAMPER. 9.3.82 Screenshots. 9.3.83 Self-Selected Gaming. 9.3.84 Send-A֊Problcm. 9.3.85 Shared Gaming. 9.3.86 Shadowing. 9.3.87 SOAPSS. 9.3.88 Storyboards and Story Maps. 9.3.89 Structured Learning Team Group Roles. 9.3.90 Supervised Practice. 9.3.91 TAPPS (Thinking Aloud Pair ProblemSolving). 9.3.92 Teams-Games-Tournaments (TGT). 9.3.93 Through the Eyes of the Enemy. 9.3.94 Value Line. 9.3.95 Video. 9.3.96 Walkthroughs. 9.3.97 What Would/Should X Do? (WWXDor WSXD). 9.3.98 Who Am I? Why Am I?. 9.3.99 Working Backwards. 9.3.100 Writing. 9.3.101 YouTube. 9.4 Summary. References. 285 285 286 286 287 287 287 288 288 289 289 290 290 290 291 291 291 292 293 293 293 294 294 295 295 295 296 296 296 297 297 298 Creating DGBL Lesson Plans and Curricula. 10.1 Introduction. 10.2 Lesson Plans for Games. 10.3 Anatomy of a Lesson Plan. 10.4 Template: Single Lesson. 10.4.1 Example 1 : Real Lives, Social Studies,Grade 3. 10.4.2 Example 2: Science, Osmosis, Grade 7. 10.4.3 Example 3: September 12, Social Studies, Grade 12. 10.4.4 Example 1: Grade 3 Social Studies with Real Lives. 301 302 303 305 309 310 311 312 312 Xyįjį Contents 10.4.5 10.4.6 Example 2: Grade 7 Science with Osy Osmosis. 316 Example 3: Grade 12 Social Studies with September 12. 318 10.5 Template: Unit. 321 10.5.1 Grade 12 English Language Arts Unit with Gone Home. 323 10.5.2 Unit Plan Template. 324 10.5.2.1 Overview of Lessons. 325 10.6 Using Games as a Long-Term Resource. 327 10.7 Template: Semester. 328 10.7.1 Semester Plan: Grade 1 Science with Minecraft. 330 10.7.2 Videogame Long-Term Planning Template. 330 10.8 Summary. 333 References, Resources. 333 11 End Game. 11.1 Embracing the Opportunities. 11.2 Addressing the Challenges. 11.3 The Next 10 Years. 11.4 Last Words. References. 335 335 336 338 339 340 12 Supplementary Materials. 12.1 Twenty Learning Theories Embodied in Games. 12.1.1 Behaviorist. 12. L2 Cognitivist. 12.1.3 Social Learning. 12.1.4 Constructivist. 12.1.5 Humanist. 12.2 Fifteen Instructional Theories Embodied inGames. 12.2.1 Didactic. 12.2.2 Instructionist. 12.2.3 Bricolage. 12.2.4 Hermaneutic. 12.2.5 Cognitive. 12.3 Twelve Instructional Design Models for Using Games in the Classroom. 12.3.1 Generalist Models. 12.3.2 Agile Models. 12.3.3 Detailed Models. 12.3.4 Applied Models. 12.4 Fifteen Ways to Use Games in the Classroom. 12.5 One hundred and One Instructional Strategies for Use with Games. 12.6 Single Lesson Plan Template. 341 341 341 342 343 344 344 345 345 346 346 347 347 348 348 349 349 350 350 352 356 Contents xix 12.7 Unit Plan Template. 12.8 Course Plan Template. 12.9 Study Guide Template. 12.10 Teacher’s Guide Template. 12.11 Glossary. 12.12 Games and Other Software. References. 357 358 359 361 362 379 400 Index. 401
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author	Becker, Katrin
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illustrated	Illustrated
indexdate	2025-04-01T14:01:25Z
institution	BVB
isbn	9783319122229
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-029238729
oclc_num	960641231
open_access_boolean
owner	DE-384 DE-19 DE-BY-UBM DE-N2 DE-20 DE-355 DE-BY-UBR
owner_facet	DE-384 DE-19 DE-BY-UBM DE-N2 DE-20 DE-355 DE-BY-UBR
physical	xxv, 411 Seiten Illustrationen, Diagramme 235 mm x 155 mm
publishDate	2017
publishDateSearch	2017
publishDateSort	2017
publisher	Springer
record_format	marc
series2	Advances in game-based learning
spellingShingle	Becker, Katrin Choosing and using digital games in the classroom a practical guide Lernspiel (DE-588)4074167-9 gnd Computerspiel (DE-588)4010457-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd
subject_GND	(DE-588)4074167-9 (DE-588)4010457-6 (DE-588)4225938-1
title	Choosing and using digital games in the classroom a practical guide
title_auth	Choosing and using digital games in the classroom a practical guide
title_exact_search	Choosing and using digital games in the classroom a practical guide
title_full	Choosing and using digital games in the classroom a practical guide Katrin Becker
title_fullStr	Choosing and using digital games in the classroom a practical guide Katrin Becker
title_full_unstemmed	Choosing and using digital games in the classroom a practical guide Katrin Becker
title_short	Choosing and using digital games in the classroom
title_sort	choosing and using digital games in the classroom a practical guide
title_sub	a practical guide
topic	Lernspiel (DE-588)4074167-9 gnd Computerspiel (DE-588)4010457-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd
topic_facet	Lernspiel Computerspiel Computerunterstütztes Lernen
url	http://deposit.dnb.de/cgi-bin/dokserv?id=4772878&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029238729&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT beckerkatrin choosingandusingdigitalgamesintheclassroomapracticalguide

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