‘Computer games can get your brain working’: student experience and perceptions of digital games in the classroom
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There is considerable enthusiasm in many quarters for the incorporation of digital games into the classroom, and the capacity of games to engage and challenge players, present complex representations and experiences, foster collaborative learning, and promote deep learning. But while there is increasing research documenting the progress and outcomes of game-based learning, relatively little attention is paid to student perceptions and voice. In order to effectively target game-based learning pedagogy, it is important to understand students' previous experience, if any, of the use of games in the classroom, and what they made of these. In this paper, we present findings from a survey of 270 primary and secondary school students in Year Levels 4-9 (aged 9-14) in 6 Queensland schools at the start of a 3-year Australian Research Council project researching the use of digital games in school to promote literacy and learning.
Learning, Media and Technology
© 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 07 Apr 2014, available online: http://www.tandfonline.com/doi/abs/10.1080/17439884.2014.904339
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Education not elsewhere classified
Curriculum and Pedagogy not elsewhere classified