Welcome to the InfoSci Platform
Reference Hub14
Learning and Teaching with Computer Games in Higher Education

Learning and Teaching with Computer Games in Higher Education

Nicola Whitton
Copyright: © 2009 |Pages: 16
ISBN13: 9781605663609|ISBN10: 1605663603|ISBN13 Softcover: 9781616925826|EISBN13: 9781605663616
DOI: 10.4018/978-1-60566-360-9.ch002
Cite Chapter Cite Chapter

MLA

Whitton, Nicola. "Learning and Teaching with Computer Games in Higher Education." Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices, edited by Thomas Connolly, et al., IGI Global, 2009, pp. 18-33. https://doi.org/10.4018/978-1-60566-360-9.ch002

APA

Whitton, N. (2009). Learning and Teaching with Computer Games in Higher Education. In T. Connolly, M. Stansfield, & L. Boyle (Eds.), Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices (pp. 18-33). IGI Global. https://doi.org/10.4018/978-1-60566-360-9.ch002

Chicago

Whitton, Nicola. "Learning and Teaching with Computer Games in Higher Education." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces: Techniques and Effective Practices, edited by Thomas Connolly, Mark Stansfield, and Liz Boyle, 18-33. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-360-9.ch002

Export Reference

Mendeley
Favorite

Abstract

This chapter examines the rationale for the use of computer games in learning, teaching, and assessment in Higher Education. It considers their pedagogic potential in respect to a number of theories of learning, as well as some of the practical issues associated with using computer games in real teaching situations, both face-to-face and online. The first part of the chapter focuses on the theory underpinning the use of computer game-based learning with HE students, examining motivation and engagement, constructivism, collaborative and problem-based learning. The second part of this chapter considers the practical issues of using computer games in actual teaching contexts and presents twelve principles for the design and evaluation of computer games to support learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.