Historical Perspectives on Games and Education from the Learning Sciences

Autor/inn/en	Shelton, Brett E.; Satwicz, Tom; Caswell, Tom
Titel	Historical Perspectives on Games and Education from the Learning Sciences
Quelle	In: International Journal of Game-Based Learning, 1 (2011) 3, S.83-106 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
Schlagwörter	Educational Games; Teaching Methods; Play; Theories; Technology Uses in Education + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Theory; Theorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper reviews three classic theorists' writing on games, learning, and development. Piaget, Vygotsky, and Bruner all wrote about games and play as important to thinking and learning. This review attempts to synthesize their perspectives as a means to revisit underused theoretical perspectives on the role of games in education. The views of Piaget and Vygotsky are applied with respect to the role of games and play in learning and development to the design of a popular commercial game. Bruner's perspective offers the embodiment of games into a larger and controversial curriculum intended to teach young people about human culture. Each of the perspectives is reviewed and considered in light of new gaming technologies and their potential for educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01