PBL as a Framework for Implementing Video Games in the Classroom

PBL as a Framework for Implementing Video Games in the Classroom

William R. Watson (Purdue University, USA) and Jun Fang (Purdue University, USA)
Copyright: © 2012 |Pages: 13
DOI: 10.4018/ijgbl.2012010105
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Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.
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Video Games In The Classroom

Video games have been highlighted for their potential for promoting learning and their fit with learning theories such as situated cognition. Situated cognition theorizes that learning best occurs when learners complete authentic tasks in authentic environments (Brown, Collins, & Duguid, 1989). Game proponents have looked at how games provide rich environments as a context for performing authentic tasks and thereby gaining epistemological knowledge through the playing of a specific role (Gee, 2003; Shaffer, 2006). Furthermore, the interactive nature of games promotes engagement, and when used for learning, supports a learner-centered environment for learners (Prensky, 2002; Watson et al., 2011).

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