Teachers and Teaching in Game-Based Learning Theory and Practice

Teachers and Teaching in Game-Based Learning Theory and Practice

Mario M. Martinez-Garza (Vanderbilt University, USA) and Douglas Clark (Vanderbilt University, USA)
Copyright: © 2013 |Pages: 17
DOI: 10.4018/978-1-4666-2809-0.ch008


Interest in game-based learning has grown dramatically over the past decade. Thus far, most of the focus has not included the role of teachers. This chapter first summarizes the theoretical research on game-based learning and the implications of that research for the role of teachers. The authors next review the game-based learning literature that has specifically articulated a role for teachers or achieved an empirical description of teacher action within a game-based learning context. They then connect these accounts with more general research on teachers and technology use, elaborating on points of contact and identifying differences that may signal special challenges. Finally, the authors articulate an expanded role for teachers in game-based learning practices in terms of game-based learning research and new scholarship on the psychology of games.
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Research On Games And Learning

Investigation into the use of games for learning has grown from a small niche area to a major focus of research over the past decade (e.g., Clark, et al., 2009; Dieterle, 2010; Honey & Hilton, 2011). In 2006, the Federation of American Scientists issued a widely publicized report stating their belief that games offer a powerful new tool to support education and encouraging governmental and private organizational support to increase funded research into the application of complex gaming environments for learning (FAS, 2006). In 2009, a special issue of Science (Hines, Jasny, & Mervis, 2009) echoed and expanded this call. Mayo (2009) characterized digital games in that issue of Science as “capable of delivering [science, technology, engineering, and mathematics] instruction to millions” (p. 79).

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