Is computer gaming the new ICT to be integrated into school curriculum?

View/ Open
Author(s)
Zagami, Jason
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games ...
View more >Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games as contexts for learning, a Secondary Worlds model was used to then consider these contexts at Philosophic, Epic and Naﶥ levels. Finally, the TPACK model was extended to include computer games as a GPACKS evaluation model of the appropriate use of computer games for various curriculum content, pedagogical approaches, and student gaming preferences.
View less >
View more >Just as the integration of ICT into the curriculum took time and faced initial obstacles, so too does the integration of computer games into the curriculum. Emerging from a mixed methods research project focusing on learning and teaching with digital games in Australian classrooms, four distinct approaches to educational games are developed: Game Play as a process, Game Building as a process, Game Play as a context, and Game Building as a context. The SAMR model was applied to consider these as progressive adoptions of computer gaming that achieve increasingly transformative learning processes. Then within the use of games as contexts for learning, a Secondary Worlds model was used to then consider these contexts at Philosophic, Epic and Naﶥ levels. Finally, the TPACK model was extended to include computer games as a GPACKS evaluation model of the appropriate use of computer games for various curriculum content, pedagogical approaches, and student gaming preferences.
View less >
Conference Title
26th Australian Computers in Education Conference
Publisher URI
Http://acec2014.acce.edu.au/
Copyright Statement
© 2014 Australian Council for Computers Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
Subject
Educational Technology and Computing