Acquiring 21st Century Literacy Skills Through Game-Based Learning

Acquiring 21st Century Literacy Skills Through Game-Based Learning

Carol-Ann Lane (University of Toronto, Canada)
Pages: 300
DOI: 10.4018/978-1-7998-7271-9
ISBN13: 9781799872719|ISBN10: 1799872718|EISBN13: 9781799872733|ISBN13 Softcover: 9781799872726
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Description & Coverage
Description:

Game-based pedagogy is gaining significant momentum among global educators, especially with Covid-19 more post-secondary and K-12 institutions have resorted to e-learning but often find issues with student engagement. Game-based pedagogy uses games for achieving learning outcomes, can be digital and non-digital and can promote deep meaningful learning.

There is a misconception among some educators that digitized learning or game-based pedagogy means using technology, such as an iPad, SmartScreen, or computers in the classroom as a tool for project level student work. Other misconceptions occur when educators use video games to encourage students on a reward system by allowing them to play games at the end of week of traditional learning. Game-based pedagogy and digital pedagogy is a mindset change. Games have been proven to have a positive outcome on cognitive processes.

This book examines the use of game-based learning to produce more engaged learning among students, especially boys. This subject area and themes presented in this edited book are of high interest to educators in K-12 levels, academicians, and researchers around the world. Game-based pedagogy is of interest specifically in schools and higher education but there is also a potential for interest from the global Ministries of Education and in institutions that deliver content for professional practitioners.

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Editor Biographies
Carol-Ann Lane has a Ph.D. in curriculum and applied linguistics, with a cross-disciplinary focus on science & innovation, multiliteracies, gender, and behavioral sciences. She has conducted Canadian studies about biotechnology among teacher candidates. Her master thesis examined impacts of distance learning on cognition and behaviors in higher education. Carol-Ann has taught elementary and secondary divisions for over 7 years and more than 4 years in university settings at the post-graduate level. She is the editor of an international book to be published in 2021-22, she is co-authoring a number of articles, she has published three chapters in 2019-20 (sole author) in global university based research handbooks, and 13 sole-authored peer-reviewed journal articles. She is currently working on a series of creative nonfiction books. In the past years at UWO and UofT, Carol-Ann's faculty roles included research committee member for program planning, and implementing an online course program for the Professional Education Doctorate degree; and a research committee member such as Online Teaching and Learning Group by collaborating and improving online pedagogy for higher education.
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