Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum

Autor/inn/en	Marklund, Björn Berg; Taylor, Anna-Sofia Alklind
Titel	Educational Games in Practice: The Challenges Involved in Conducting a Game-Based Curriculum
Quelle	In: Electronic Journal of e-Learning, 14 (2016) 2, S.122-135 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Educational Games; Learner Engagement; Case Studies; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Elementary Secondary Education; Middle School Teachers; Class Activities; Teacher Role; Electronic Learning; Teaching Methods; Computer Games; Classroom Environment; Student Diversity; Participant Observation; Interviews; Grade 7; Grade 5; Educational Environment + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Case study; Fallstudie; Case Study; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Klassenklima; Unterrichtsklima; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; School year 07; 7. Schuljahr; Schuljahr 07; School year 05; 5. Schuljahr; Schuljahr 05; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The task of integrating games into an educational setting is a demanding one, and integrating games as a harmonious part of a bigger ecosystem of learning requires teachers to orchestrate a myriad of complex organizational resources. Historically, research on digital game-based learning has focused heavily on the coupling between game designs, previously established learning principles, student engagement, and learning outcomes much to the expense of understanding how games function in their intended educational contexts and how they impact the working processes of teachers. Given the significant investments of time and resources teachers need to make in order to conduct game-based learning activities, the foci of past research is problematic as it obfuscates some of the pressing realities that highly affect games' viability as tools for teaching and learning. This paper aims to highlight the demands that the implementation and use of an educational game in formal educational settings puts on teachers' working processes and skill sets. The paper is based on two case studies in which a researcher collaborated with K-12 teachers to use MinecraftEdu (TeacherGaming LLC, 2012) as a classroom activity over a five-month long period. By documenting both the working processes involved in implementing the game into the classroom environment, as well as the execution of the actual game-based classroom activities, the studies identified a wide variety roles that a teacher needs to take on if they are to make games a central part of a school curriculum. Ultimately, the paper highlights the importance of understanding the constraints under which teachers work, and argues that a better understanding of the contexts in which games are to be used, and the roles teachers play during game-based learning scenarios, is a necessary foundation for improving games' viability as educational tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01