Gamification and digital games-based learning in the classroom

Title
Gamification and digital games-based learning in the classroom
Publication Date
2015
Author(s)
Gregory, Sue
( author )
OrcID: https://orcid.org/0000-0002-0417-8266
Email: sgregor4@une.edu.au
UNE Id une-id:sgregor4
Reiners, Torsten
Wood, Lincoln C
Teras, Hanna
Teras, Marko
Henderson, Michael
Editor
Editor(s): Michael Henderson, Geoff Romeo
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Cambridge University Press
Place of publication
Port Melbourne, Australia
Edition
1
UNE publication id
une:18198
Abstract
Teachers want their lessons to be enjoyable, immersive, productive and full of learning. In this regard, digital games have everything they want. Successful digital games maintain players' attention, require them to solve problems, acquire new knowledge and learn new skills. Moreover, despite the considerable amount of learning, emotional investment (including frustration) and often monotonous labour (for example, working back through levels each time you 'die'), players will not only persist but also call it 'fun'. It is not surprising then that the idea of incorporating digital games into the classroom has taken hold of teachers for decades. More recently, educators have realised that they can also learn from the success of digital games and use game principles to 'gamify' learning activities. However, digital games are not a 'magic bullet' for education. Giving students a digital game does not ensure that they will be learning in the classroom; the teacher will still have to resolve behaviour management and motivation issues. This chapter aims to explain how digital games and gamification can be used in education, while also pointing out some related concerns.
Link
Citation
Teaching and Digital Technologies: Big issues and critical questions, p. 127-141
ISBN
9781107451971
Start page
127
End page
141

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