Leveraging Insights from Mainstream Gameplay to Inform STEM Game Design: Great Idea, but What Comes Next?

Autor/in	Biles, Melissa
Titel	Leveraging Insights from Mainstream Gameplay to Inform STEM Game Design: Great Idea, but What Comes Next?
Quelle	In: Cultural Studies of Science Education, 7 (2012) 4, S.903-908 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-012-9453-8
Schlagwörter	Stellungnahme; Video Games; Social Environment; Learning Processes; STEM Education; Educational Technology; Educational Games; Influence of Technology; Technology Uses in Education; Instructional Design; Teaching Methods; Instructional Materials; Material Development + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Soziales Umfeld; Learning process; Lernprozess; STEM; Unterrichtsmedien; Educational game; Lernspiel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Lehrmaterialentwicklung
Abstract	This response to Leah A. Bricker and Phillip Bell's paper, "GodMode is his video game name", examines their assertion that the social nexus of gaming practices is an important factor to consider for those looking to design STEM video games. I propose that we need to go beyond the investigation into which aspects of games play a role in learning, and move on to thinking about how these insights can actually inform game design practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10