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PBL as a Framework for Implementing Video Games in the Classroom

PBL as a Framework for Implementing Video Games in the Classroom

William R. Watson, Jun Fang
Copyright: © 2012 |Volume: 2 |Issue: 1 |Pages: 13
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781466612198|DOI: 10.4018/ijgbl.2012010105
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MLA

Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom." IJGBL vol.2, no.1 2012: pp.77-89. http://doi.org/10.4018/ijgbl.2012010105

APA

Watson, W. R. & Fang, J. (2012). PBL as a Framework for Implementing Video Games in the Classroom. International Journal of Game-Based Learning (IJGBL), 2(1), 77-89. http://doi.org/10.4018/ijgbl.2012010105

Chicago

Watson, William R., and Jun Fang. "PBL as a Framework for Implementing Video Games in the Classroom," International Journal of Game-Based Learning (IJGBL) 2, no.1: 77-89. http://doi.org/10.4018/ijgbl.2012010105

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Abstract

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of the teacher in mediating game use and maximizing the effectiveness of games for learning, guidance is needed on the role teachers can play in utilizing games in structured environments. PBL has a richer literature base on its effective use, and with its similarities to game-based learning, can inform the effective use of games. In order to assist educators in integrating video games into their curriculum, a video game implementation framework based on PBL principles was developed. The efficacy of utilizing video games for learning in formal and structured learning environments may be improved by integrating PBL guidelines as a framework.

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