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A Guide to Designing Curricular GamesUpping Your Game: Transforming Teaching

A Guide to Designing Curricular Games: Upping Your Game: Transforming Teaching [This chapter begins by introducing the game behind the book, including the mission and the first quest. The overall mission serves as the vehicle for designing and developing a curricular game while the first quest prepares the reader for any resistance he or she might encounter in the process of transforming his or her curriculum into a game. The chapter supports the reader in doing so by situating curricular games within the current context of education. In order to do this, this chapter outlines how this book conceives of game-based teaching both by describing it and by contrasting it with what it is not, building on deCastell and Jenson’s (J Curric Stud 35:649–665, 2003) work. The chapter delves into the needs of the twenty-first century learners (Educ Res 29:4–15, 2000) and the workforce in the twenty-first century (The world is flat: a brief history of the twenty-first century, Picador, New York, 2007; Educ Leadersh 66:20–25, 2008) and uses learning theories (How people learn. National Academy Press, Washington, DC, 2000) to demonstrate how game-based teaching can help meet these needs. Each subsequent chapter begins with the next quest in the mission, i.e., steps in designing a curricular game, and ends with a worksheet to help guide the reader in accomplishing that quest along with a rubric. Activities called challenges within chapters are designed to help the reader apply and practice the concepts. The worksheets and rubrics along with other supporting materials such as further readings allow this book to be used as a textbook by teacher education professors as well as providing supports for teachers and professors using this as a manual to guide their own self-study in game-based teaching.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Guide to Designing Curricular GamesUpping Your Game: Transforming Teaching

Part of the Advances in Game-Based Learning Book Series
Kellinger, Janna Jackson
Springer Journals — Oct 20, 2016
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22 pages

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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2017
ISBN
978-3-319-42392-0
Pages
1 –23
DOI
10.1007/978-3-319-42393-7_1
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter begins by introducing the game behind the book, including the mission and the first quest. The overall mission serves as the vehicle for designing and developing a curricular game while the first quest prepares the reader for any resistance he or she might encounter in the process of transforming his or her curriculum into a game. The chapter supports the reader in doing so by situating curricular games within the current context of education. In order to do this, this chapter outlines how this book conceives of game-based teaching both by describing it and by contrasting it with what it is not, building on deCastell and Jenson’s (J Curric Stud 35:649–665, 2003) work. The chapter delves into the needs of the twenty-first century learners (Educ Res 29:4–15, 2000) and the workforce in the twenty-first century (The world is flat: a brief history of the twenty-first century, Picador, New York, 2007; Educ Leadersh 66:20–25, 2008) and uses learning theories (How people learn. National Academy Press, Washington, DC, 2000) to demonstrate how game-based teaching can help meet these needs. Each subsequent chapter begins with the next quest in the mission, i.e., steps in designing a curricular game, and ends with a worksheet to help guide the reader in accomplishing that quest along with a rubric. Activities called challenges within chapters are designed to help the reader apply and practice the concepts. The worksheets and rubrics along with other supporting materials such as further readings allow this book to be used as a textbook by teacher education professors as well as providing supports for teachers and professors using this as a manual to guide their own self-study in game-based teaching.]

Published: Oct 20, 2016

Keywords: Twenty-first century learning; Twenty-first century learners; Twenty-first century workforce; Educational games; Commercial Off the Shelf (COTS) Games; Gamification; Standards; Gamers; Immersion; Transfer; Constructionism; Pro-social; Zone of proximal development (ZPD); Scaffolding

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