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An Open Perspective for Educational Games

An Open Perspective for Educational Games

Ismar Frango Silveira (Universidade Presbiteriana Mackenzie, São Paulo, Brazil) and Klinge Orlando Villalba-Condori (Universidad Nacional San Agustín, Arequipa, Peru)
Copyright: © 2022 |Pages: 12
DOI: 10.4018/978-1-6684-3710-0.ch028
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Abstract

In the field of computers in education, educational digital games have potential to involve more issues of motivation and involvement, considering their possibilities for higher level of interaction and engagement. However, years of research have shown that the impact of educational games is lower than expected, especially the difficulty to adapt them to different educational contexts, such as with different educational, linguistic, cultural and social aspects. In that sense, this article presents an open perspective on the development of educational games, emphasizing the challenges related to their development and their effective potential for use in education, proposing that they be designed as Open Educational Resources (OER). From this perspective, it is expected to support communities that would aggregate developers (programmers, game designers, media producers, etc.) and users (teachers and students) so they can work collaboratively in creating educational games in an open way.
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Games In Education

Games are, indeed, among the computer software artifacts that most have attracted the attention of researchers, developers, teachers and students along the years, as stated above. This includes educational games - term used when digital games are designed specifically for this kind of purpose, being classified as a subtype of serious games. They can be inserted in formal educational processes as complementary to traditional teaching processes, or even be considered educational materials used for autonomous (formal or informal) learning situations. When used in formal educational contexts, the choice of games and their contextualization into a syllabus or a class plan are usually defined by the teacher, while in informal learning situations, the player / student has free will in choosing the game as well as when and where to play it.

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