'Serious' Disaster Video Games: An Innovative Approach to Teaching and Learning about Disasters and Disaster Risk Reduction

Autor/inn/en	Gampell, Anthony; Gaillard, J. C.; Parsons, Meg; Le Dé, Loïc
Titel	'Serious' Disaster Video Games: An Innovative Approach to Teaching and Learning about Disasters and Disaster Risk Reduction
Quelle	In: Journal of Geography, 119 (2020) 5, S.159-170 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gampell, Anthony) ORCID (Parsons, Meg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2020.1795225
Schlagwörter	Educational Games; Video Games; Natural Disasters; Emergency Programs; Risk Management; Geography Instruction; Instructional Effectiveness; Technology Integration; Alignment (Education); Constructivism (Learning); Teaching Methods; Secondary School Students; Adolescents; Foreign Countries; Prevention; New Zealand + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Video game; Videospiel; Videospiele; Natural disaster; Naturkatastrophe; Hilfsprogramm; Risikomanagement; Geography education; Geography lessons; Geografieunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Prävention; Vorbeugung; Neuseeland
Abstract	Scholars, practitioners and educators propose video games as innovative teaching methods to engage geography students. A methodological framework, informed by constructivist learning theory, explored the ability of 'serious' disaster video games to foster student participation in learning within four New Zealand schools. The findings indicate the utilization of video games within the classroom requires further consideration of the teaching and learning processes for both teachers and students. Ultimately, the alignment of video games to constructivism and pedagogical mechanisms of social science suggests the ability of geography to enable deeper discussions and engagement of the curriculum by both students and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01