Simulation & Gaming Volume 41, Number 3, ISSN 1046-8781
The use of games in educational contexts has recently received growing attention; however, many teachers struggle with finding a right context to adopt games in the classroom. To strengthen teachers' beliefs about the educational value of games, this article explains the similarities and differences between new literacies and gaming literacy and defines gaming literacy from the “play” and “design” perspectives. This article presents examples of game use that will help teachers cultivate learners' new literacies through gaming, understand how the game debriefing process can help scaffold students' learning, and identify factors affecting the adoption of games in educational contexts. The audience for this article includes teachers and teacher educators who would like greater clarification regarding gaming literacy and its positive effects on the learning and development of new literacies. (Contains 5 figures.)
Hsu, H.Y. & Wang, S.K. (2010). Using Gaming Literacies to Cultivate New Literacies. Simulation & Gaming, 41(3), 400-417. Retrieved March 22, 2019 from https://www.learntechlib.org/p/108676/.
Kira Baker-Doyle, Arcadia University, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 255–270
Playing and Learning: An iPad Game Development & Implementation Case Study | Jouer et apprendre : une étude de cas du développement et de la mise en œuvre d’un jeu sur iPad
Jennifer Jenson, Suzanne de Castell, Rachel Muehrer & Erin McLaughlin-Jenkins
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 42, No. 3 (Aug 08, 2016)
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