Video Game Pedagogy: Good Games = Good Pedagogy

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dc.contributor.author Becker, Katrin eng
dc.date.accessioned 2008-08-14T16:07:41Z en_US
dc.date.accessioned 2015-06-24T22:40:31Z
dc.date.available 2008-08-14T16:07:41Z en_US
dc.date.available 2015-06-24T22:40:31Z
dc.date.issued 2008 en_US
dc.identifier.citation Katrin Becker, Video Game Pedagogy: Good Games = Good Pedagogy, Book Chapter (CH. 7), in Games: Their Purpose and Potential in Education edited by Christopher T. Miller, Springer Publishing, 2008. eng
dc.identifier.uri http://hdl.handle.net/1880/46741 en_US
dc.description.abstract We have always appropriated whatever technologies are available to us for use as technologies for instruction. This practice may well date back as far as human communication itself. The practice of “studying the masters” is also an old and respected one, and using this perspective we can take advantage of the opportunities afforded us in studying outstanding examples of commercial digital games as “educational” objects, even if they weren’t produced by professional educators. By examining successful games through this lens we can progress towards an understanding of the essential elements of ‘good’ games and begin to discuss the implications this holds for the deliberate design of educational games. There is, however, a caveat: knowing why a game is good is not the same as knowing how to make a game good. It is nonetheless an essential step in that process. This chapter examines some ways in which a few “good” games implement some well-known learning and instructional theories. “Good” games in this context are defined as those that have experienced both substantial commercial success and broad critical acclaim: the deliberate implementation of one or another learning or instructional design theory is not a prerequisite. In fact most will not have been consciously influenced by formal educational theory at all. The implications of this study include the notion that learning and instructional design are compatible with good game design and vice versa. Finally, this chapter will present some key distinctions between digital games and other learning technologies and what this might mean for the development of design models and methodologies.
dc.language.iso eng eng
dc.subject Game design
dc.subject Games for learning
dc.subject Game studies
dc.subject.lcsh Teaching-Methodology
dc.subject.lcsh Video games-Design
dc.subject.lcsh Computer science
dc.title Video Game Pedagogy: Good Games = Good Pedagogy eng
dc.type Book chapter eng
dc.metadata.review Edited.RP
dc.publisher.corporate University of Calgary eng
dc.publisher.faculty Science eng
dc.publisher.collection Computer Science eng
dc.description.refereed Yes eng


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