A Framework for the Design and Integration of Collaborative Classroom Games

Autor/inn/en	Echeverria, Alejandro; Garcia-Campo, Cristian; Nussbaum, Miguel; Gil, Francisca; Villalta, Marco; Amestica, Matias; Echeverria, Sebastian
Titel	A Framework for the Design and Integration of Collaborative Classroom Games
Quelle	In: Computers & Education, 57 (2011) 1, S.1127-1136 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.12.010
Schlagwörter	Educational Games; Pretests Posttests; Cooperative Learning; Science Instruction; Educational Experiments; Validity; Educational Technology; Technology Integration; Computer Software Evaluation; Computer Assisted Instruction; Instructional Design; Video Games + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulversuch; Gültigkeit; Unterrichtsmedien; Softwareanalyse; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Video game; Videospiel; Videospiele
Abstract	The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom's revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10