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Learning by Doing via Game Making

Learning by Doing via Game Making

Jae Yeob Jung, Hyung Sung Park
Copyright: © 2009 |Pages: 13
ISBN13: 9781605663227|ISBN10: 1605663220|ISBN13 Softcover: 9781616925857|EISBN13: 9781605663234
DOI: 10.4018/978-1-60566-322-7.ch021
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MLA

Jung, Jae Yeob, and Hyung Sung Park. "Learning by Doing via Game Making." Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, IGI Global, 2009, pp. 394-406. https://doi.org/10.4018/978-1-60566-322-7.ch021

APA

Jung, J. Y. & Park, H. S. (2009). Learning by Doing via Game Making. In D. Gibson & Y. Baek (Eds.), Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments (pp. 394-406). IGI Global. https://doi.org/10.4018/978-1-60566-322-7.ch021

Chicago

Jung, Jae Yeob, and Hyung Sung Park. "Learning by Doing via Game Making." In Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, 394-406. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-322-7.ch021

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Abstract

The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem solving, decision-making, and knowledge construction in children. As the game design process involves students drawing on multiple intelligences, it often provides students who are typically not successful in school with a chance to see themselves as capable members of the classroom learning community. In the classroom, computer-based game-making activities give students the opportunity to create lively interactive simulations for any subject, for any grade level, and can be used by students with a wide variety of learning styles. Game making can be used as an alternative way for students to communicate information and demonstrate their knowledge and understanding.

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