The Educational Value of Digital Games: Possibilities and Limitations of the Use of Digital Games as Educational Tools (The Spore Case)Ana Castro Correia (TECField Sistemas de Informação e Multimédia, Lda, Portugal) and Lia Raquel Oliveira (University of Minho, Portugal)
Copyright © 2011. 17 pages.
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DOI: 10.4018/978-1-60960-569-8.ch006, ISBN13: 9781609605698, ISBN10: 1609605691, EISBN13: 9781609605704 Sample PDFCite Chapter
MLA
Correia, Ana Castro and Lia Raquel Oliveira. "The Educational Value of Digital Games: Possibilities and Limitations of the Use of Digital Games as Educational Tools (The Spore Case)." Computer Games as Educational and Management Tools: Uses and Approaches. IGI Global, 2011. 86-102. Web. 23 May. 2012. doi:10.4018/978-1-60960-569-8.ch006
APA
Correia, A. C., & Oliveira, L. R. (2011). The Educational Value of Digital Games: Possibilities and Limitations of the Use of Digital Games as Educational Tools (The Spore Case). In M. Cruz-Cunha, V. Varvalho, & P. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches (pp. 86-102). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-569-8.ch006
Chicago
Correia, Ana Castro and Lia Raquel Oliveira. "The Educational Value of Digital Games: Possibilities and Limitations of the Use of Digital Games as Educational Tools (The Spore Case)." In Computer Games as Educational and Management Tools: Uses and Approaches, ed. Maria Manuela Cruz-Cunha, Vitor Hugo Varvalho and Paula Tavares, 86-102 (2011), accessed May 23, 2012. doi:10.4018/978-1-60960-569-8.ch006
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 | | TopAbstractThe use of digital games in educational contexts encourages active, critical, autonomous and participated learning processes, overcoming some of the limitations presented in more ‘conventional’ methods, engaging players in non-passive forms of acquiring knowledge and skills. Aiming to demonstrate how digital games make the learning process possible by allowing the development of critical thinking, outlined during the act of playing, we will proceed to a critical analysis of Spore, a game created by Electronic Arts in 2008, demonstrating how the player places himself in an active learning situation which is self controlled and self regulated, facilitating the comprehension of phenomena that are not a part of formal teaching. TopComplete Chapter List|
1.
| Games Development for Pedagogical and Educational Purposes
(pages 1-9)
Vitor Carvalho (University of Minho, Portugal), Celina Pinto Leão (University of Minho, Portugal), Filomena Soares (University of Minho, Portugal), Maria Manuela Cruz-Cunha (Polytechnic Insitute of Cavado and Ave, Portugal)
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2.
| Multi-Vocality and Post-Processualism as Methodological Assets of the ’Collaboration Game’
(pages 10-22)
C. Karagiannidis (University of Thessaly, Greece), S. Efraimidou (University of Thessaly, Greece), A. Koumpis (ALTEC Software S.A, Greece)
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3.
| Human and Virtual Beings as Equal Collaborative Partners in Computer Games
(pages 23-51)
Daniel I. Thomas (Griffith University, Australia), Ljubo B. Vlacic (Griffith University, Australia)
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4.
| Computer Games and Libraries
(pages 52-66)
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5.
| Games and Simulations in Distance Learning: The AIDLET Model
(pages 67-85)
José Bidarra (Universidade Aberta, Portugal), Meagan Rothschild (University of Wisconsin, USA), Kurt Squire (University of Wisconsin, USA)
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6.
| The Educational Value of Digital Games: Possibilities and Limitations of the Use of Digital Games as Educational Tools (The Spore Case)
(pages 86-102)
Ana Castro Correia (TECField Sistemas de Informação e Multimédia, Lda, Portugal), Lia Raquel Oliveira (University of Minho, Portugal)
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7.
| The Pedagogical Potential of MMOG: An Exploratory Study Including Four Games and their Players1
(pages 103-121)
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8.
| Browser-Native Games That Use Real-World XML Data
(pages 122-135)
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9.
| A Multi-Disciplinary Approach to Designing Business Management Games
(pages 136-150)
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10.
| Creating Computer Games for Class Instruction
(pages 151-166)
Chien Yu (Mississippi State University, USA), Anthony Olinzock (Mississippi State University, USA)
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11.
| RACEM Game for PC for Use as Rehabilitation Therapy for Children with Psychomotor Disability and Results of Its Application
(pages 167-184)
Brenda Flores Muro (Universidad Autónoma de Coahuila), Eduardo César Contreras Delgado (Universidad Autónoma de Coahuila)
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12.
| When Control Education Is the Name of the Game
(pages 185-205)
António Pessoa de Magalhães (Universidade do Porto, Portugal), Bernard Riera (Reims University, France), Bruno Vigário (Real Games Lda, Portugal)
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13.
| Affective Educational Games and the Evolving Teaching Experience
(pages 206-228)
Karla Muñoz (University of Ulster, UK), Paul Mc Kevitt (University of Ulster, UK), Tom Lunney (University of Ulster, UK), Julieta Noguez (Tecnológico de Monterrey, Mexico), Luis Neri (Tecnológico de Monterrey, Mexico)
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14.
| Business Simulators for Business Education and Research: SIMBA Experience
(pages 229-246)
Fernando Borrajo (Universidad Autónoma de Madrid, Spain), Yolanda Bueno (Universidad Autónoma de Madrid, Spain), Fernando Fernández (Universidad Carlos III de Madrid, Spain), Javier García (Universidad Carlos III de Madrid, Spain), Isidro de Pablo (Universidad Autónoma de Madrid, Spain), Ismael Sagredo (Universidad Carlos III de Madrid, Spain), Begoña Santos (Universidad Autónoma de Madrid, Spain)
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15.
| Educational Games
(pages 247-262)
Gyula Mester (University of Szeged, Hungary), Piroska Stanic Molcer (Subotica-Tech, Subotica, Serbia), Vlado Delic (University of Novi Sad, Serbia)
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16.
| Evaluation of Simulation Games for Teaching Production (Engineering)
(pages 263-279)
Johann C.K.H. Riedel (Nottingham University Business School, UK), Jannicke Baalsrud Hauge (University of Bremen, Germany)
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17.
| Can Computer Games Motivate and Sustain Learning?
(pages 280-298)
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