Book contents
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
Summary
We now consider some games that use more complex technology, including computer programs and apps for smart devices and video-based games. A range of software exists to help us plan our own games and content and we explore some of these options too. Even though we may choose to use a commercial product designed for educational use, we should still remember to ask how beneficial it will be within our own learning environments and understand the pedagogy and learning theory underpinning its route to success. Additionally, because these are technology-based products, we need to apply the SAMR test and ensure we are using them in a way that inspires creativity and self-actualisation wherever possible.
Another issue requiring serious thought in using digital games is accessibility. Do our students possess the hardware and the skills required to access the programs we suggest? Do they have the maturity to navigate the world of social media and keep safe from potential digital harms? Will the games we choose to use allow for a social constructivist approach or will they focus on individual use? There are many aspects of digital games to ponder and questions to ask as we investigate these digital game-based learning scenarios.
Video games
Ofcom (2020) has shown that three-quarters of teenagers in the UK and a third of 5–7 year olds regularly play video games. Ten years ago, research such as that by Bailey, West and Anderson (2010) highlighted negative effects on cognition associated with this practice. More recently, the focus has been on the influence of sedentary gaming on physical health (Huard Pelletier et al., 2020). Yet there is scant evidence that playing video games is detrimental in any respect. Until recently, the idea of playing these games in an educational establishment was frequently frowned on. However, this is the world in which many of our students live. We now understand that video games can help students practise some important information literacy and social learning skills and even have an impact on their reading for pleasure.
According to de Castell and Jenson (2018) video games can have a positive impact on reading and cognition levels in students.
- Type
- Chapter
- Information
- Playing Games in the School LibraryDeveloping Game-Based Lessons and Using Gamification Concepts, pp. 45 - 62Publisher: FacetPrint publication year: 2021