The Claims of Games: A Comprehensive Review and Directions for Future Research
Punya Mishra, Aroutis Foster, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Educational games have become the lightning rod for learning and preparing a future skilled workforce. Both the people, who argue against and for games agree that learning is possible, but what is learned is another issue. However, the claims about games for learning lacks substantial research and for the most part remains merely philosophical arguments. We report the results of an extensive review of these claims in the literature. Our grounded theory analysis leads to a broad two-fold categorization scheme (physiological and psychological claims) with the psychological group having four subcategories of claims. We discuss the strengths and weaknesses of existing research as well as point to areas for future research. In particular, we draw attention to the lack of attention paid to the demands of subject matter and argue for a greater emphasis on the development of technological pedagogical content knowledge (TPCK) in the design of learning games.
Mishra, P. & Foster, A. (2007). The Claims of Games: A Comprehensive Review and Directions for Future Research. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2227-2232). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Developing Science Identities through Games: An Analysis of Game Design Features that Support Identity Exploration
Aroutis Foster, Amanda Barany, Mamta Shah, Tamara Galoyan, Healthy Moeung, Sally Im, DonEl Brown & Micah Watanabe, Drexel University School of Education, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 416–425
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