You are here:

Using Gaming Literacies to Cultivate New Literacies
ARTICLE

,

Simulation & Gaming Volume 41, Number 3, ISSN 1046-8781

Abstract

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.)

Citation

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 .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy

    Kira Baker-Doyle, Arcadia University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 255–270

  2. 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)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.