The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments

Price, Colin ORCID: https://orcid.org/0000-0002-2173-9897 (2009) The Path between Pedagogy and Technology: Establishing a Theoretical Basis for the Development of Educational Game Environments. In: Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices. Information Science Reference (an imprint of IGI Global), London, ['lib/metafield/pagerange:range' not defined

pagerange

191-213

to

213

from

191

]. ISBN Hardcover: 9781605663609 eBook: 9781605663616

Full text not available from this repository. (['request:button' not defined])

['eprint_fieldname_abstract' not defined]

The power of computer game technology is currently being harnessed to produce “serious games”. These “games” are targeted at the education and training marketplace, and employ various key game-engine components such as the graphics and physics engines to produce realistic “digital-world” simulations of the real “physical world”. Many approaches are driven by the technology and often lack a consideration of a firm pedagogical underpinning. The authors believe that an analysis and deployment of both the technological and pedagogical dimensions should occur together, with the pedagogical dimension providing the lead. This chapter explores the relationship between these two dimensions, and explores how “pedagogy may inform the use of technology”, how various learning theories may be mapped onto the use of the affordances of computer game engines. Autonomous and collaborative learning approaches are discussed. The design of a serious game is broken down into spatial and temporal elements. The spatial dimension is related to the theories of knowledge structures, especially “concept maps”. The temporal dimension is related to “experiential learning”, especially the approach of Kolb. The multi-player aspect of serious games is related to theories of “collaborative learning” which is broken down into a discussion of “discourse” versus “dialogue”. Several general guiding principles are explored, such as the use of “metaphor” (including metaphors of space, embodiment, systems thinking, the internet and emergence). The topological design of a serious game is also highlighted. The discussion of pedagogy is related to various serious games we have recently produced and researched, and is presented in the hope of informing the “serious game community”.

['eprint_fieldname_type' not defined]:	Book Section
['eprint_fieldname_note' not defined]:	The full-text cannot be supplied for this item. Please check availability with your local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	pedagogy['lib/metafield:join_text' not defined]technology['lib/metafield:join_text' not defined]educational games['lib/metafield:join_text' not defined]computer game technology['lib/metafield:join_text' not defined]games-based learning
['eprint_fieldname_subjects' not defined]:	L Education['lib/metafield:join_subject_parts' not defined]L Education (General)['lib/metafield:join_subject' not defined]T Technology['lib/metafield:join_subject_parts' not defined]T Technology (General)
['eprint_fieldname_divisions' not defined]:	College of Business, Psychology and Sport['lib/metafield:join_subject_parts' not defined]Worcester Business School
['eprint_fieldname_related_url' not defined]:	['eprint_fieldopt_related_url_type_pub' not defined]
['eprint_fieldname_userid' not defined]:	Tanya Buchanan
['eprint_fieldname_datestamp' not defined]:	19 ['lib/utils:month_short_08' not defined] 2016 10:04
['eprint_fieldname_lastmod' not defined]:	17 ['lib/utils:month_short_06' not defined] 2020 17:13
URI:	https://eprints.worc.ac.uk/id/eprint/4818

Actions (login required)

['Plugin/Screen/EPrint/View:title' not defined]