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The Benefits of Non-Traditional Learning for Diverse Learners: Exploring Gaming for Differentiated Instruction
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, Marshall University, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Video games and interactive simulations have emerged as potential influences on traditional curriculum and instruction. This research is based on the interview of a 39 year old lifelong gamer and his experiences with video games and learning. The interview revealed multiple connections to Gee’s (2007) work with focus on risk taking, embodied learning experiences, affinity groups, critical thinking, and learning styles. The implications for this research are that video games allow diverse learners to learn in a safe non-threatening environment. Through gaming, with a teacher acting as a facilitator and guide, traditional students have the tools to flourish. Findings support the use of video games as a form of differentiated instruction to provide non-traditional learning experiences for diverse learners.

Citation

Lockwood, D. (2012). The Benefits of Non-Traditional Learning for Diverse Learners: Exploring Gaming for Differentiated Instruction. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 5005-5008). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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