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Video Games in Education: Opportunities for Learning Beyond Research Claims and Advertising Hype

Video Games in Education: Opportunities for Learning Beyond Research Claims and Advertising Hype

P.G. Schrader, Kimberly A. Lawless, Hasan Deniz
Copyright: © 2010 |Pages: 22
ISBN13: 9781615207817|ISBN10: 1615207813|ISBN13 Softcover: 9781616922900|EISBN13: 9781615207824
DOI: 10.4018/978-1-61520-781-7.ch020
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MLA

Schrader, P.G., et al. "Video Games in Education: Opportunities for Learning Beyond Research Claims and Advertising Hype." Design and Implementation of Educational Games: Theoretical and Practical Perspectives, edited by Pavel Zemliansky and Diane Wilcox, IGI Global, 2010, pp. 293-314. https://doi.org/10.4018/978-1-61520-781-7.ch020

APA

Schrader, P., Lawless, K. A., & Deniz, H. (2010). Video Games in Education: Opportunities for Learning Beyond Research Claims and Advertising Hype. In P. Zemliansky & D. Wilcox (Eds.), Design and Implementation of Educational Games: Theoretical and Practical Perspectives (pp. 293-314). IGI Global. https://doi.org/10.4018/978-1-61520-781-7.ch020

Chicago

Schrader, P.G., Kimberly A. Lawless, and Hasan Deniz. "Video Games in Education: Opportunities for Learning Beyond Research Claims and Advertising Hype." In Design and Implementation of Educational Games: Theoretical and Practical Perspectives, edited by Pavel Zemliansky and Diane Wilcox, 293-314. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-781-7.ch020

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Abstract

There has been an abundance of writing about video games1 in education. Characteristic of a young field, much of this work is theoretical and not necessarily based on data (de Freitas, 2006). Classroom integration strategies rely on researchers’ arguments, anecdotal evidence, and teachers’ pragmatism. Unfortunately, video games are often created for profit and to entertain, leaving many additional issues to consider (i.e., marketing, effectiveness, etc.). Researchers’ arguments combined with video games’ widespread popularity and potentially spurious advertising may leave teachers confused or misinformed. To exemplify this issue, this chapter contrasts the salient properties of a commercial game (Spore), an immersive context with game-like features (Quest Atlantis), and a pedagogically based immersive context (GlobalEd 2). Specifically, the authors describe the educational and technological affordances of three contexts, the limitations associated with each, and the necessary yet pragmatic steps involved in their classroom use.

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