Discovery Tour Curriculum Guidesto Improve Teachers'Adoption of SeriousGaming.

Autor/inn/en	Xu, Chu; Sharma, Robin; Dubé, Adam
Titel	Discovery Tour Curriculum Guidesto Improve Teachers'Adoption of SeriousGaming.
Quelle	Aus: Assassin's Creed in the classroom. Berlin: De Gruyter Oldenbourg (2024) S. 35-64 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Video games and the humanities. 15
Beigaben	Illustrationen; Literaturangaben S. 61-64
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-11-125072-4; 978-3-11-125327-5; 978-3-11-125347-3; 978-3-11-221613-2
DOI	10.1515/9783111253275-003
Schlagwörter	Medienkompetenz; Videospiel; Bildungswesen; Lehrerbildung; Lernen; Curriculum; Computerunterstützter Unterricht; Serious game
Abstract	The Assassin's Creed series is viewed by the public and educators as a promising educational tool rife with historical settings, characters, and events (see, for example, Chapman, 2013; Wainwright, 2014; Young et al., 2012). However, its use in formal education has lagged behind (Gilbert, 2017) because of educators' lack of understanding of and comfort with implementing complex games into classrooms. This can be understood in the sense of teachers lacking TPACK (Technological, Pedagogical, Content Knowledge, Mishra & Koehler, 2008) and acceptance (Technology Acceptance Model, TAM, Davis, 1989) for games as educational tools. Ubisoft has partially addressed this barrier by building a refocused experience called Discovery Tour based on the learning principles of experiential learning and guided discovery. However, teachers still express confusion and reticence toward its use. In collaboration with Ubisoft Montreal, we created curriculum guides with the goal of building teachers' TPACK and TAM for the three Discovery Tour games, Discovery Tour Ancient Egypt, Discovery Tour Ancient Greece, and Discovery Tour Valhalla (taken from Assassin's Creed Origins, Odyssey, and Valhalla, respectively). First, we used the Learning Mechanic-Game Mechanic framework (Arnab et al., 2015) to identify, categorize, and document the full range of player experiences and associated learning outcomes in the Discovery Tour games. We then organized these experiences into two teacher-friendly curriculum guides that can be implemented in multiple grades and countries. In this chapter, we describe this theory-based curriculum creation process and discuss how the activities in the guides are designed to increase teachers' understanding (TPACK) and acceptance (TAM) of the Discovery Tour games as educational tools.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/2