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https://hdl.handle.net/1959.11/17988
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Gregory, Sue | en |
dc.contributor.author | Reiners, Torsten | en |
dc.contributor.author | Wood, Lincoln C | en |
dc.contributor.author | Teras, Hanna | en |
dc.contributor.author | Teras, Marko | en |
dc.contributor.author | Henderson, Michael | en |
local.source.editor | Editor(s): Michael Henderson, Geoff Romeo | en |
dc.date.accessioned | 2015-10-09T13:08:00Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Teaching and Digital Technologies: Big issues and critical questions, p. 127-141 | en |
dc.identifier.isbn | 9781107451971 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/17988 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Cambridge University Press | en |
dc.relation.ispartof | Teaching and Digital Technologies: Big issues and critical questions | en |
dc.relation.isversionof | 1 | en |
dc.title | Gamification and digital games-based learning in the classroom | en |
dc.type | Book Chapter | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
dc.subject.keywords | Higher Education | en |
dc.subject.keywords | Secondary Education | en |
local.contributor.firstname | Sue | en |
local.contributor.firstname | Torsten | en |
local.contributor.firstname | Lincoln C | en |
local.contributor.firstname | Hanna | en |
local.contributor.firstname | Marko | en |
local.contributor.firstname | Michael | en |
local.subject.for2008 | 130103 Higher Education | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.for2008 | 130106 Secondary Education | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930103 Learner Development | en |
local.profile.school | School of Education | en |
local.profile.school | Science Education | en |
local.profile.school | Science Education | en |
local.profile.school | Science Education | en |
local.profile.school | Science Education | en |
local.profile.school | Science Education | en |
local.profile.email | sgregor4@une.edu.au | en |
local.profile.email | T.Reiners@cbs.curtin.edu.au | en |
local.profile.email | lincoln.wood@aut.ac.nz | en |
local.profile.email | hanna.teras@gmail.com | en |
local.profile.email | marko.teras@postgrad.curtin.edu.au | en |
local.profile.email | michael.henderson@monash.edu | en |
local.output.category | B1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20150924-11154 | en |
local.publisher.place | Port Melbourne, Australia | en |
local.identifier.totalchapters | 26 | en |
local.format.startpage | 127 | en |
local.format.endpage | 141 | en |
local.contributor.lastname | Gregory | en |
local.contributor.lastname | Reiners | en |
local.contributor.lastname | Wood | en |
local.contributor.lastname | Teras | en |
local.contributor.lastname | Teras | en |
local.contributor.lastname | Henderson | en |
dc.identifier.staff | une-id:sgregor4 | en |
local.profile.orcid | 0000-0002-0417-8266 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:18198 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Gamification and digital games-based learning in the classroom | en |
local.output.categorydescription | B1 Chapter in a Scholarly Book | en |
local.relation.url | http://trove.nla.gov.au/version/211874950 | en |
local.search.author | Gregory, Sue | en |
local.search.author | Reiners, Torsten | en |
local.search.author | Wood, Lincoln C | en |
local.search.author | Teras, Hanna | en |
local.search.author | Teras, Marko | en |
local.search.author | Henderson, Michael | en |
local.uneassociation | Unknown | en |
local.year.published | 2015 | en |
local.subject.for2020 | 390303 Higher education | en |
local.subject.for2020 | 390113 Science, technology and engineering curriculum and pedagogy | en |
local.subject.for2020 | 390306 Secondary education | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Book Chapter School of Education |
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