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Designing a Game-based Learning Course: K-12 Integration and Pedagogical Model
PROCEEDINGS

, , , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While game-based learning has entered K-12 classrooms, the integration process is often not documented because of a focus on the effects of games. This paper presents results of a digital games technology integration process in a yearlong research project. The project uses four videogames in a ninth grade classroom in an urban high school setting to develop math and science skills, motivation to learn, and creative thinking. The results are taken from field notes based on meetings with teachers and administrators, observations and videos of student interactions, and memos on the research/teaching process. Several factors are highlighted as contributing to a moderate success of game integration into the high school: physical infrastructure, teacher game knowledge and support, administrator support, and classroom management. It is discussed that for complete success of game integration, administrators must support the process and teachers must play games and understand game-based pedagogy.

Citation

Foster, A., Katz-Buonincontro, J. & Shah, M. (2011). Designing a Game-based Learning Course: K-12 Integration and Pedagogical Model. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1477-1483). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 25, 2020 from .

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