Learning with Video Games

Learning with Video Games

René St-Pierre (Université du Québec à Montréal, Canada)
DOI: 10.4018/978-1-60960-495-0.ch004
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Playing video games stimulates affective, cognitive, and communicational processes, thus facilitating the emergence of knowledge. In order to support this idea, this chapter first historically contextualizes the evolution of educational video games and provides some basic classification of genres. Then it identifies the major theoretical currents that may inspire teachers and designers to develop learning scenarios adapted to educational video games. It also describes some interesting examples of the educational usage of video games by the general public and of video games specifically created for a particular pedagogical context. Several arguments are presented to stimulate discussions around motivation, evalution, and learning aspects of educational video games usage and design. With the intention of supporting an approach that responds to user needs, some models identifying user profiles are also described. Finally, this chapter presents general design specifications for successful development of educational video games projects.
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Capsule 4: Educational Video Game Design Model

Out of the complexity of forms, methods, techniques and procedures emerges a model designed to simplify the work of multimedia design. This capsule describes a systemic model that brings the purpose of an educational video game design project together with all the information, interface and interactivity components needed. It also presents the indispensable elements that must be part of multimedia design specifications.

The methodology and examples can be found at: http://www.clikmedia.ca/CM/

Brief History of Educational Games

Educational video games are inscribed in the historical continuity of a long tradition associated with the dissemination of pedagogical games. From the doll to the toy soldier, the puzzle to the role play, the presence of these artifacts indicates educational situations apparently far removed from the school context. Often the conveyors of sociocultural stereotypes, these games and toys reflect evolving techniques and mentalities; they illustrate the growing impact of scholarly knowledge on recreational learning activities.

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