Brock Dubbels

187 Followers

26 SlideShares 187 Followers 113 Folgens

26 SlideShares 187 Followers 113 Folgens

Learning does not need to be sacrifice and suffering. Interestingly, when working with learners, many do not consider learning in a play environment as learning like they expect in school; when asked, they felt like they should have had to study and be tested. Conversely, when the learners were asked to discuss the game and play activities, and these were related to traditional academic outcomes, and the processes they participated in were made explicit, they felt they had achieved a much greater awareness of their learning, the content, and felt more confidence in their ability to build knowledge. A game can teach facts, process, and context, but it is also important to have the game

games learning play instruction classroom design dubbels brock dubbels serious games games for health nursing comprehension reading brock literacy video game education motivation software development health measurement validity cognition vgalt cognitive teacher development children assessment intel hammertown coder dojo user interface contextual inquiry user experience gerontology liz zelinski gfh12 ludica medica reliability psychometrics video games as learning tools transfer critical thinking gaming methodology game studies event indexing model discourse processing discourse analysis professional developent cognitive ethnography engagement social learning play identity informs reading comprehension video games return on investment "interpersonal communication" "construct validity" "return on investment" "games for health" "health care" "game design" "video game" gameplay measurements roi methods gecs nsf stem games education research curriculum 20 social reform educatoin web embodied student instructoin staff district ubd mods schools adults deprivation teachers university public professional dance society 2008 informal self-determinatoin community practice affinity group deep center bet technology engagement identity construction rite passage autonomy competence belonging relationships sustained

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Learning does not need to be sacrifice and suffering. Interestingly, when working with learners, many do not consider learning in a play environment as learning like they expect in school; when asked, they felt like they should have had to study and be tested. Conversely, when the learners were asked to discuss the game and play activities, and these were related to traditional academic outcomes, and the processes they participated in were made explicit, they felt they had achieved a much greater awareness of their learning, the content, and felt more confidence in their ability to build knowledge. A game can teach facts, process, and context, but it is also important to have the game

games learning play instruction classroom design dubbels brock dubbels serious games games for health nursing comprehension reading brock literacy video game education motivation software development health measurement validity cognition vgalt cognitive teacher development children assessment intel hammertown coder dojo user interface contextual inquiry user experience gerontology liz zelinski gfh12 ludica medica reliability psychometrics video games as learning tools transfer critical thinking gaming methodology game studies event indexing model discourse processing discourse analysis professional developent cognitive ethnography engagement social learning play identity informs reading comprehension video games return on investment "interpersonal communication" "construct validity" "return on investment" "games for health" "health care" "game design" "video game" gameplay measurements roi methods gecs nsf stem games education research curriculum 20 social reform educatoin web embodied student instructoin staff district ubd mods schools adults deprivation teachers university public professional dance society 2008 informal self-determinatoin community practice affinity group deep center bet technology engagement identity construction rite passage autonomy competence belonging relationships sustained