Games as learning motivation: Difference between revisions
Jump to navigation
Jump to search
No edit summary |
m ({{delete}}) |
||
| (26 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
{{delete}} |
|||
== Games that require previous knowledge == |
|||
:; [[The_game_based_school#Games_for_language_skills|Verbosity]] or [http://en.wikipedia.org/wiki/Trivial_Pursuit Trivial Pursuit] : The learning motivation is mostly indirect because the child wants to improve his or her chances in the game through previous acquisition of knowledge. In Trivial Pursuit a "lazy strategy" allows to learn the answers to questions as they appear. |
|||
== Games that motivate learning during the game == |
|||
:; Games with a well integrated knowledge part : The knowledge is offered and required during the game. It is not possible to solve the game without gathering information about the knowledge areas the game is about. [http://en.wikipedia.org/wiki/Wikipedia:WikiProject_Council/Proposals#Knowledge_Games] |
|||
== Games that require interleaved use of educational activities == |
|||
:; Automatic switching : A game (e.g. [http://en.wikipedia.org/wiki/XBlast XBlast] or [http://home.gna.org/monkeybubble/ Monkey Bubble]) could be modified to require exercises in mathematics or vocabulary learning between the stages of the game. The game stages in both games are short and could require successful completion of configurable exercises in between. Because the game stages are short but fun they could motivate much more effective learning time than game time and still keep up learning motivation. Pairing of players could happen dynamically between players who had completed their current exercises. A conceivable drawback is that children could be encouraged to keep a short attention span so this would probably have to be complemented with efforts to counter this effect. |
|||
:; Learning currency : Points must be earned in educational activies and can be spent in game activities. At least two currencies suggest themselves: gametime and starting level/level gain. A conceivable drawback is that children could be encouraged to see the learning part as the undesirable part and the game as the purpose, which could ruin learning motivation outside the game context (e.g. in school). |
|||
== Activities where learning is fun == |
|||
see: [[Constructivist|Constructivist approach]] |
|||
[[Category:Learning motivation]] |
|||
Latest revision as of 08:34, 30 July 2013
|
A request has been made for this page to be deleted. If you disagree with its deletion, please explain why on its talk page. Before deleting verify that no links will break. |