Serious Games in Education: a Global Perspective
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Santa Barbara
Aarhus University Press
2011
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (205 pages) |
| ISBN: | 8771242597 8779347053 9788771242591 9788779347052 |
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| 505 | 8 | |a In the global culture of education, game-based learning needs to be an integrated part of formal education, and not just an 'exotic spice' for many educators, as it is today. The critical role of the educator as a facilitator, gatekeeper and enabler of serious games is often downplayed. Therefore a comparison across regions is needed so that we do not limit the potential of transferring best practice, research results and the development of games across borders. This book deals with three key questions: How are serious games understood and designed? How do they establish themselves in learning a | |
| 505 | 8 | |a 3.1 DGBL: gaming tech{u200A}nology3.2 DGBL: educational features; 4. Why consider GBL compared to other traditional methods?; 4.1 When is it best to use GBL?; 4.2 Important features in GBL systems and settings; 5. Empirical evidence; 5.1 Introduction; 5.2 General benefits compared with traditional teaching; 5.3 Learning by creating a game; 5.4 How is engagement characterised in GBL environments?; 5.5 Conditions for successful integration; 5.6 DGBL: Best practices; 5.7 Possible issues and concerns; 5.8 Improving GBL research; 5.8.1 GBL vs. web-based learning | |
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Datensatz im Suchindex
| _version_ | 1804175396808163328 |
|---|---|
| any_adam_object | |
| author | Egenfeldt-Nielsen, Simon |
| author_facet | Egenfeldt-Nielsen, Simon |
| author_role | aut |
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| contents | In the global culture of education, game-based learning needs to be an integrated part of formal education, and not just an 'exotic spice' for many educators, as it is today. The critical role of the educator as a facilitator, gatekeeper and enabler of serious games is often downplayed. Therefore a comparison across regions is needed so that we do not limit the potential of transferring best practice, research results and the development of games across borders. This book deals with three key questions: How are serious games understood and designed? How do they establish themselves in learning a 3.1 DGBL: gaming tech{u200A}nology3.2 DGBL: educational features; 4. Why consider GBL compared to other traditional methods?; 4.1 When is it best to use GBL?; 4.2 Important features in GBL systems and settings; 5. Empirical evidence; 5.1 Introduction; 5.2 General benefits compared with traditional teaching; 5.3 Learning by creating a game; 5.4 How is engagement characterised in GBL environments?; 5.5 Conditions for successful integration; 5.6 DGBL: Best practices; 5.7 Possible issues and concerns; 5.8 Improving GBL research; 5.8.1 GBL vs. web-based learning |
| ctrlnum | (OCoLC)818117946 (DE-599)BVBBV043036317 |
| dewey-full | 371.3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3 |
| dewey-search | 371.3 |
| dewey-sort | 3371.3 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Egenfeldt-Nielsen, Simon Verfasser aut Serious Games in Education a Global Perspective Santa Barbara Aarhus University Press 2011 1 online resource (205 pages) txt rdacontent c rdamedia cr rdacarrier Print version record In the global culture of education, game-based learning needs to be an integrated part of formal education, and not just an 'exotic spice' for many educators, as it is today. The critical role of the educator as a facilitator, gatekeeper and enabler of serious games is often downplayed. Therefore a comparison across regions is needed so that we do not limit the potential of transferring best practice, research results and the development of games across borders. This book deals with three key questions: How are serious games understood and designed? How do they establish themselves in learning a 3.1 DGBL: gaming tech{u200A}nology3.2 DGBL: educational features; 4. Why consider GBL compared to other traditional methods?; 4.1 When is it best to use GBL?; 4.2 Important features in GBL systems and settings; 5. Empirical evidence; 5.1 Introduction; 5.2 General benefits compared with traditional teaching; 5.3 Learning by creating a game; 5.4 How is engagement characterised in GBL environments?; 5.5 Conditions for successful integration; 5.6 DGBL: Best practices; 5.7 Possible issues and concerns; 5.8 Improving GBL research; 5.8.1 GBL vs. web-based learning Computer games Computer-assisted instruction Educational games EDUCATION / Experimental Methods bisacsh EDUCATION / Teaching Methods & Materials / General bisacsh Computer-assisted instruction fast Computer games fast Educational games fast Lernspiel gnd Computerspiel (DE-588)4010457-6 gnd rswk-swf Lehrmittel (DE-588)4074111-4 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerspiel (DE-588)4010457-6 s Lehrmittel (DE-588)4074111-4 s 2\p DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s 3\p DE-604 Meyer, Bente Sonstige oth Sørensen, Birgitte Holm Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=515607 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Egenfeldt-Nielsen, Simon Serious Games in Education a Global Perspective In the global culture of education, game-based learning needs to be an integrated part of formal education, and not just an 'exotic spice' for many educators, as it is today. The critical role of the educator as a facilitator, gatekeeper and enabler of serious games is often downplayed. Therefore a comparison across regions is needed so that we do not limit the potential of transferring best practice, research results and the development of games across borders. This book deals with three key questions: How are serious games understood and designed? How do they establish themselves in learning a 3.1 DGBL: gaming tech{u200A}nology3.2 DGBL: educational features; 4. Why consider GBL compared to other traditional methods?; 4.1 When is it best to use GBL?; 4.2 Important features in GBL systems and settings; 5. Empirical evidence; 5.1 Introduction; 5.2 General benefits compared with traditional teaching; 5.3 Learning by creating a game; 5.4 How is engagement characterised in GBL environments?; 5.5 Conditions for successful integration; 5.6 DGBL: Best practices; 5.7 Possible issues and concerns; 5.8 Improving GBL research; 5.8.1 GBL vs. web-based learning Computer games Computer-assisted instruction Educational games EDUCATION / Experimental Methods bisacsh EDUCATION / Teaching Methods & Materials / General bisacsh Computer-assisted instruction fast Computer games fast Educational games fast Lernspiel gnd Computerspiel (DE-588)4010457-6 gnd Lehrmittel (DE-588)4074111-4 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4010457-6 (DE-588)4074111-4 (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Serious Games in Education a Global Perspective |
| title_auth | Serious Games in Education a Global Perspective |
| title_exact_search | Serious Games in Education a Global Perspective |
| title_full | Serious Games in Education a Global Perspective |
| title_fullStr | Serious Games in Education a Global Perspective |
| title_full_unstemmed | Serious Games in Education a Global Perspective |
| title_short | Serious Games in Education |
| title_sort | serious games in education a global perspective |
| title_sub | a Global Perspective |
| topic | Computer games Computer-assisted instruction Educational games EDUCATION / Experimental Methods bisacsh EDUCATION / Teaching Methods & Materials / General bisacsh Computer-assisted instruction fast Computer games fast Educational games fast Lernspiel gnd Computerspiel (DE-588)4010457-6 gnd Lehrmittel (DE-588)4074111-4 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computer games Computer-assisted instruction Educational games EDUCATION / Experimental Methods EDUCATION / Teaching Methods & Materials / General Lernspiel Computerspiel Lehrmittel Computerunterstützter Unterricht Aufsatzsammlung |
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