Holdings: Digital game-based learning

Digital game-based learning:

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Bibliographic Details
Main Author:	Prensky, Marc (Author)
Format:	Book
Language:	English
Published:	St. Paul, Minn. Paragon House 2007
Subjects:	Employee training LB 1025-1050.79 Teaching Computer-assisted instruction Educational games Computerspiel Computerunterstütztes Lernen Berufliche Fortbildung USA
Online Access:	Klappentext Inhaltsverzeichnis
Item Description:	Includes bibliographical references (p. 411-430) and index
Physical Description:	XV, 442 S. Ill.
ISBN:	9781557788634 1557788634

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MARC


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Record in the Search Index

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adam_text	CONTENTS Acknowledgments xi Foreword xiii PART ONE: INTRODUCTION / BACKGROUND 1 Introduction 2 Chapter 1: The Digital Game-Based Learning Revolution 9 Fun at Last! 9 The Opportunities in the Digital Game-Based Learning Revolution 19 Primary Learning — Not Just for Review 20 Case Study 1: The Monkey Wrench Conspiracy·. How to Get 3 Million Engineers to Learn (and Like It) 21 Case Study 2: ¡nSider·. How to Be Sure the People Who Audit the Books Get it Right (and Like Iti) 29 The Promise of Digital Game-Based Learning 3 2 The Key Messages З З Chapter 2: The Games Generations: How Learners Have Changed 35 HowLearners Have Changed 3 5 But Do they Really Think Differently? 40 Digital Media: A Second Language 46 Different from TV: Manipulating versus Watching 4 7 So What About Attention Spans? 4 8 Reflection: The Disappearing Skill? 50 10 Ways the Games Generation Is Different 5 1 Chapter 3: Why Education and Training Have Not Changed 66 Content-Centered versus Learner-Centered Approaches 68 AFTRB 69 Tell-Test 71 The Linear/Logical Approach 72 A Brief History of Learning and Technology 73 vili CONTENTS The Great How Do People Learn? Debate 77 Instructional Design — Helping Or Hurting? 82 The Role of Practice 83 So Why Is Change So Difficult? 84 Chapter 4: Digital Game-Based Learning: New Hope for Learner-Centered Training and Education 90 Learner-Centered Education 90 Learning Technologies — A Double-Edged Sword 92 Enormous Potential 93 Toward a Learner-Centered Environment: What If the Training and Education World Were Like the Games World? 97 Motivating Today s Learners 100 Potential Learning Motivators 100 PART TWO: HOW GAMES TEACH AND WHY THEY WORK 105 Chapter 5: Fun, Play and Games: What Makes Games Engaging? 106 Fun — The Great Motivator 107 Fun and Learning 110 Plav— The Universal Teacher 111 Play and Learning 112 Play and Work 11 3 Games — Adding the Structure 117 What Makes a Game a Game? Six Structural Factors 118 Other Types of Interactivity Beside Games 125 Digital Games 128 Game Taxonomy — Categories of Games 129 Computer Game Design 131 The Principles of Good Computer Game Design 133 Other Important Digital Game Design Elements 1 34 Digital Game Preferences: Culture and Individuals 138 The Language of Digital Games 142 Summary — What Makes Games So Engaging? 144 Chapter 6: Digital Game-Based Learning: Why and How It Works 145 Why Digital Game-Based Learning Works 147 How Do You Combine Computer Games and Learning? 149 Selecting a Game Style 151 The Subject Matters — Types of Interactive Learning 155 Putting the Game and Learning Together 164 Business and Political Context — Being PC 173 Types of Technology Available (or Required) for It to Run On 175 Resources and Experience Available to Build It 1 76 Implementation — Getting It Out There 178 CONTENTS ix Chapter 7: Digital Game- Based Learning for Kids and Students: Edutainment 180 Growing Up with Learning Games 180 Digital Game-Based Learning for Preschoolers: Jumpstart, Babyl 185 Digital Game-Based Learning in Grades K— 12 187 Digital Game-Based Learning in Colleges and Universities 196 Conclusions 198 Chapter 8: Digital Game-Based Learning for Adults 200 Games Adults Play 200 Computer Games at Work 202 Jeopardyl The Hidden Training Tool (ShhhO 205 Simulations: Are They Games? 210 Digital Game-Based Learning and the Internet 221 Digital Game-Based Learning on Handhelds and Digital Phones 224 Conclusion 225 PART THREE: WHAT LEADING ORGANIZATIONS ARE DOING 227 Chapter 9: Digital Game-Based Learning In Business: 41 Examples and Case Studies, from the Incredibly Simple to the Amazingly Complex 228 External Training 229 internal Training 244 Conclusion 294 Chapter 10: True Believers: Digital Game-Based Learning in the Military 295 Joint Force Employment 297 A Bit of Military History 298 Kinds of Military Training 301 The Army 303 The Navy 306 The Air Force 310 The Marines 311 The National Guard and Reserves 312 Military Training s Other Missions — Schools and Standards 313 Linking Entertainment and Defense — The Conference 314 Conclusion 316 PART FOUR: IMPLEMENTATION 317 Chapter 11: Bringing Digital Game-Based Learning into Your Organization 318 Getting Started 318 Categories of Available Digital Game-Based Learning 319 Assessing Your Organization s Game-Based Learning Style 330 Fitting Digital Game-Based Learning into Any Budget 331 χ CONTENTS Fitting Digital Game-Based Learning into Corporate Universities and Curricula 333 Learning Management Systems and Digital Game-Based Learning 340 Conclusion 340 Chapter 12: The Roles of Teachers and Trainers in Digital Game-Based Learning:Digital Game-Based Instruction 342 Leaving Pieasantville 343 New Roles for Trainers and Teachers 347 Why Teachers and Trainers Will Make Learning Games 353 Getting Practical 356 Chapter 13: Convincing Management and Getting the Bucks: Making the Business Case for Digital Game-Based Learning 357 What s the Price Tag? 357 Getting the Bucks 358 Chapter 14: Evaluating Effectiveness: Does It Work? 372 The Naysayers 372 The Evidence.· What s the It We Are Talking About? 378 What About the Older Generations? 386 What About Nongamers? 387 Overcoming Some Other Barriers 388 Crossing the Chasm 390 Chapter 15: So You Have an Idea ... 392 The Model 392 How to Leave Us Your Mind 395 A Second Model — Building Tools or Engines 397 Don t Count on the Training Companies 398 What About the Games Companies? 399 What About Edutainment Companies? 400 So What Is the Answer? 401 Chapter 16: The Future: Where Do We Go from Here? 402 The Futu re of Digital Lea rning 40 3 The Future of Digital Games 404 The Visions for Digital Game-Based Learning 406 The Challenges 407 Notes 411 Fu rther Reading 428 Index 431 ·. V Μ V 5 Μ ϊ Γ41 «її Mí -■ !· t· І ŕ î ■ L·, fr - M ■· ■ W ^^ 1 С . ţ l#U І lìd І í v oday s workforce is quicker, sharper, more visually oriented, and more tech¬ nology-savvy than ever. To truly benefit from the Digital Natives learning power and enthusiasm, traditional training methods must adapt to the way people learn today. Written by the founder of Cames2train, this innovative book is filled with examples and information to meet the demands of both educators and employers.
adam_txt	CONTENTS Acknowledgments xi Foreword xiii PART ONE: INTRODUCTION / BACKGROUND 1 Introduction 2 Chapter 1: The Digital Game-Based Learning Revolution 9 Fun at Last! 9 The Opportunities in the Digital Game-Based Learning Revolution 19 Primary Learning — Not Just for Review 20 Case Study 1: The Monkey Wrench Conspiracy·. How to Get 3 Million Engineers to Learn (and Like It) 21 Case Study 2: ¡nSider·. How to Be Sure the People Who Audit the Books Get it Right (and Like Iti) 29 The Promise of Digital Game-Based Learning 3 2 The Key Messages З З Chapter 2: The Games Generations: How Learners Have Changed 35 HowLearners Have Changed 3 5 But Do they Really Think Differently? 40 Digital Media: A Second Language 46 Different from TV: Manipulating versus Watching 4 7 So What About Attention Spans? 4 8 Reflection: The Disappearing Skill? 50 10 Ways the Games Generation Is Different 5 1 Chapter 3: Why Education and Training Have Not Changed 66 Content-Centered versus Learner-Centered Approaches 68 AFTRB 69 Tell-Test 71 The Linear/Logical Approach 72 A Brief History of Learning and Technology 73 vili CONTENTS The Great "How Do People Learn?" Debate 77 Instructional Design — Helping Or Hurting? 82 The Role of Practice 83 So Why Is Change So Difficult? 84 Chapter 4: Digital Game-Based Learning: New Hope for Learner-Centered Training and Education 90 Learner-Centered Education 90 Learning Technologies — A Double-Edged Sword 92 Enormous Potential 93 Toward a Learner-Centered Environment: What If the Training and Education World Were Like the Games World? 97 Motivating Today's Learners 100 Potential Learning Motivators 100 PART TWO: HOW GAMES TEACH AND WHY THEY WORK 105 Chapter 5: Fun, Play and Games: What Makes Games Engaging? 106 Fun — The Great Motivator 107 Fun and Learning 110 Plav— The Universal Teacher 111 Play and Learning 112 Play and Work 11 3 Games — Adding the Structure 117 What Makes a Game a Game? Six Structural Factors 118 Other Types of Interactivity Beside Games 125 "Digital''Games 128 Game Taxonomy — Categories of Games 129 Computer Game Design 131 The Principles of Good Computer Game Design 133 Other Important Digital Game Design Elements 1 34 Digital Game Preferences: Culture and Individuals 138 The "Language" of Digital Games 142 Summary — What Makes Games So Engaging? 144 Chapter 6: Digital Game-Based Learning: Why and How It Works 145 Why Digital Game-Based Learning Works 147 How Do You Combine Computer Games and Learning? 149 Selecting a Game Style 151 The Subject Matters — Types of Interactive Learning 155 Putting the Game and Learning Together 164 Business and Political Context —" Being PC" 173 Types of Technology Available (or Required) for It to Run On 175 Resources and Experience Available to Build It 1 76 Implementation — Getting It Out There 178 CONTENTS ix Chapter 7: Digital Game- Based Learning for Kids and Students: Edutainment 180 Growing Up with Learning Games 180 Digital Game-Based Learning for Preschoolers: Jumpstart, Babyl 185 Digital Game-Based Learning in Grades K— 12 187 Digital Game-Based Learning in Colleges and Universities 196 Conclusions 198 Chapter 8: Digital Game-Based Learning for Adults 200 Games Adults Play 200 Computer Games at Work 202 Jeopardyl The Hidden Training Tool (ShhhO 205 Simulations: Are They Games? 210 Digital Game-Based Learning and the Internet 221 Digital Game-Based Learning on Handhelds and Digital Phones 224 Conclusion 225 PART THREE: WHAT LEADING ORGANIZATIONS ARE DOING 227 Chapter 9: Digital Game-Based Learning In Business: 41 Examples and Case Studies, from the Incredibly Simple to the Amazingly Complex 228 External Training 229 internal Training 244 Conclusion 294 Chapter 10: True Believers: Digital Game-Based Learning in the Military 295 Joint Force Employment 297 A Bit of Military History 298 Kinds of Military Training 301 The Army 303 The Navy 306 The Air Force 310 The Marines 311 The National Guard and Reserves 312 Military Training's Other Missions — Schools and Standards 313 Linking Entertainment and Defense — The Conference 314 Conclusion 316 PART FOUR: IMPLEMENTATION 317 Chapter 11: Bringing Digital Game-Based Learning into Your Organization 318 Getting Started 318 Categories of Available Digital Game-Based Learning 319 Assessing Your Organization's Game-Based Learning Style 330 Fitting Digital Game-Based Learning into Any Budget 331 χ CONTENTS Fitting Digital Game-Based Learning into Corporate Universities and Curricula 333 Learning Management Systems and Digital Game-Based Learning 340 Conclusion 340 Chapter 12: The Roles of Teachers and Trainers in Digital Game-Based Learning:Digital Game-Based Instruction 342 Leaving Pieasantville 343 New Roles for Trainers and Teachers 347 Why Teachers and Trainers Will Make Learning Games 353 Getting Practical 356 Chapter 13: Convincing Management and Getting the Bucks: Making the Business Case for Digital Game-Based Learning 357 What's the Price Tag? 357 Getting the Bucks 358 Chapter 14: Evaluating Effectiveness: Does It Work? 372 The Naysayers 372 The Evidence.· What's the "It" We Are Talking About? 378 What About the Older Generations? 386 What About Nongamers? 387 Overcoming Some Other Barriers 388 Crossing the Chasm 390 Chapter 15: So You Have an Idea . 392 The Model 392 How to Leave Us Your Mind 395 A Second Model — Building Tools or Engines 397 Don't Count on the Training Companies 398 What About the Games Companies? 399 What About Edutainment Companies? 400 So What Is the Answer? 401 Chapter 16: The Future: Where Do We Go from Here? 402 The Futu re of Digital Lea rning 40 3 The Future of Digital Games 404 The Visions for Digital Game-Based Learning 406 The Challenges 407 Notes 411 Fu rther Reading 428 Index 431 ·. V Μ V 5 ' Μ ϊ Γ41 «її Mí -■ !· t· І ŕ "' î ' ■ L·, fr '- M ■·''■ ' W ^^ 1 С . ţ l#U І lìd І í 'v oday's workforce is quicker, sharper, more visually oriented, and more tech¬ nology-savvy than ever. To truly benefit from the Digital Natives' learning power and enthusiasm, traditional training methods must adapt to the way people learn today. Written by the founder of Cames2train, this innovative book is filled with examples and information to meet the demands of both educators and employers.
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spelling	Prensky, Marc Verfasser aut Digital game-based learning Marc Prensky St. Paul, Minn. Paragon House 2007 XV, 442 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 411-430) and index Employee training LB 1025-1050.79 Teaching Computer-assisted instruction Educational games Computerspiel (DE-588)4010457-6 gnd rswk-swf Computerunterstütztes Lernen (DE-588)4225938-1 gnd rswk-swf Berufliche Fortbildung (DE-588)4005910-8 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Computerspiel (DE-588)4010457-6 s Berufliche Fortbildung (DE-588)4005910-8 s Computerunterstütztes Lernen (DE-588)4225938-1 s DE-604 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016699234&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016699234&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Prensky, Marc Digital game-based learning Employee training LB 1025-1050.79 Teaching Computer-assisted instruction Educational games Computerspiel (DE-588)4010457-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd
subject_GND	(DE-588)4010457-6 (DE-588)4225938-1 (DE-588)4005910-8 (DE-588)4078704-7
title	Digital game-based learning
title_auth	Digital game-based learning
title_exact_search	Digital game-based learning
title_exact_search_txtP	Digital game-based learning
title_full	Digital game-based learning Marc Prensky
title_fullStr	Digital game-based learning Marc Prensky
title_full_unstemmed	Digital game-based learning Marc Prensky
title_short	Digital game-based learning
title_sort	digital game based learning
topic	Employee training LB 1025-1050.79 Teaching Computer-assisted instruction Educational games Computerspiel (DE-588)4010457-6 gnd Computerunterstütztes Lernen (DE-588)4225938-1 gnd Berufliche Fortbildung (DE-588)4005910-8 gnd
topic_facet	Employee training LB 1025-1050.79 Teaching Computer-assisted instruction Educational games Computerspiel Computerunterstütztes Lernen Berufliche Fortbildung USA
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