In this article we argue that to study or apply games as learning environments, multiple perspect... more In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners’ cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game- based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.
In this article we argue that to study or apply games as learning environments, multiple perspect... more In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners’ cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game- based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.
ABSTRACT This chapter explores children's development of symbolic understanding. First, a... more ABSTRACT This chapter explores children's development of symbolic understanding. First, an overview of the nature of symbolic representation is presented. It is then argued that there are regularities in the development of symbolic competencies in different domains, including language. Discussion then turns to the problems that children have with dual representation of both symbolic artifacts, which can be very salient as objects but are difficult for children to perceive as representations, and for language, which is extremely salient as symbol, but is difficult for children to contemplate as an object. We argue that for symbolic artifacts, language provides the "cognitive distance" that allows objects to be seen as symbols, whereas for language, writing provides the cognitive distance that allows linguistic forms to become "objects of thought" (Olson, 1994). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Annette Karmiloff-Smith, who has a Piagetian orientation, has argued (1992, also Karmiloff-Sm... more ... Annette Karmiloff-Smith, who has a Piagetian orientation, has argued (1992, also Karmiloff-Smith et al. ... This approach has been led by Emilia Ferreiro, who argues that literacy is a cultural object that children actively attempt to understand by forming, testing and modifying ...
... 1 What memory is for Arthur M. Glenberg Department of Psychology, University of Wisconsin, Ma... more ... 1 What memory is for Arthur M. Glenberg Department of Psychology, University of Wisconsin, Madison, WI 53706 Electronic mail: glenberg facstaff.wisc.edu ... Page 2. Glenberg: What memory is for 2 BEHAVIORAL AND BRAIN SCIENCES (1997) 20:1 ...
ABSTRACT Three forms of implicit knowledge are presented (functional, structural, and procedural)... more ABSTRACT Three forms of implicit knowledge are presented (functional, structural, and procedural). These forms differ in the way they are made explicit and hence in how they are represented by the individual. We suggest that the framework presented by Dienes & Perner does not account for these differences.
ABSTRACT Barresi & Moore provide an impressive account of how the coordination of first a... more ABSTRACT Barresi & Moore provide an impressive account of how the coordination of first and third person information about the self and other could produce an account of intentional relations. They are less explicit as to how the child comes to understand the basic epistemic relation between experience and knowledge, that is, how informational access causes belief. We suggest one route.
... continuous support and wiwavering faith of my parents, Lynda and Doug Homer. Lastly, 1 would ... more ... continuous support and wiwavering faith of my parents, Lynda and Doug Homer. Lastly, 1 would like to tliank rny partner, Alisha Ali, who has been there for me throughout, whether 1 need someone to share an idea with, or a shoulder to cry on. or a relaxing walk in the park. ...
In this article we argue that to study or apply games as learning environments, multiple perspect... more In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners’ cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game- based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.
In this article we argue that to study or apply games as learning environments, multiple perspect... more In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements of games that facilitate learning by fostering learners’ cognitive, behavioral, affective, and sociocultural engagement with the subject matter. Finally, we discuss the basis of these design elements in cognitive, motivational, affective, and sociocultural foundations by reviewing key theories from education and psychology that are the most pertinent to game- based learning and by describing empirical research on learning with games that has been or should be conducted. We conclude that a combination of cognitive, motivational, affective, and sociocultural perspectives is necessary for both game design and game research to fully capture what games have to offer for learning.
ABSTRACT This chapter explores children's development of symbolic understanding. First, a... more ABSTRACT This chapter explores children's development of symbolic understanding. First, an overview of the nature of symbolic representation is presented. It is then argued that there are regularities in the development of symbolic competencies in different domains, including language. Discussion then turns to the problems that children have with dual representation of both symbolic artifacts, which can be very salient as objects but are difficult for children to perceive as representations, and for language, which is extremely salient as symbol, but is difficult for children to contemplate as an object. We argue that for symbolic artifacts, language provides the "cognitive distance" that allows objects to be seen as symbols, whereas for language, writing provides the cognitive distance that allows linguistic forms to become "objects of thought" (Olson, 1994). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Annette Karmiloff-Smith, who has a Piagetian orientation, has argued (1992, also Karmiloff-Sm... more ... Annette Karmiloff-Smith, who has a Piagetian orientation, has argued (1992, also Karmiloff-Smith et al. ... This approach has been led by Emilia Ferreiro, who argues that literacy is a cultural object that children actively attempt to understand by forming, testing and modifying ...
... 1 What memory is for Arthur M. Glenberg Department of Psychology, University of Wisconsin, Ma... more ... 1 What memory is for Arthur M. Glenberg Department of Psychology, University of Wisconsin, Madison, WI 53706 Electronic mail: glenberg facstaff.wisc.edu ... Page 2. Glenberg: What memory is for 2 BEHAVIORAL AND BRAIN SCIENCES (1997) 20:1 ...
ABSTRACT Three forms of implicit knowledge are presented (functional, structural, and procedural)... more ABSTRACT Three forms of implicit knowledge are presented (functional, structural, and procedural). These forms differ in the way they are made explicit and hence in how they are represented by the individual. We suggest that the framework presented by Dienes & Perner does not account for these differences.
ABSTRACT Barresi & Moore provide an impressive account of how the coordination of first a... more ABSTRACT Barresi & Moore provide an impressive account of how the coordination of first and third person information about the self and other could produce an account of intentional relations. They are less explicit as to how the child comes to understand the basic epistemic relation between experience and knowledge, that is, how informational access causes belief. We suggest one route.
... continuous support and wiwavering faith of my parents, Lynda and Doug Homer. Lastly, 1 would ... more ... continuous support and wiwavering faith of my parents, Lynda and Doug Homer. Lastly, 1 would like to tliank rny partner, Alisha Ali, who has been there for me throughout, whether 1 need someone to share an idea with, or a shoulder to cry on. or a relaxing walk in the park. ...
This book covers relevant issues such as gamification, curriculum development, using games to sup... more This book covers relevant issues such as gamification, curriculum development, using games to support ASD (autism spectrum disorder) students, choosing games for the classroom and library, homeschooling and gameschooling, working with parents and policymakers, and choosing tools for educational game development. Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources. Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).
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Each chapter provides an overview of the relevant frameworks and research findings, as well as practical case studies and useful resources.
Learning, Education & Games: Bringing Games into Educational Contexts is the second in a series written and edited by members of the Learning, Education, and Games (LEG) special interest group of the IGDA (International Game Developers Association).