Journal Article
© Jul 2012 Volume 10 Issue 2, Special ECGBL Issue, Editor: Dimitris Gouscos, pp159 - 256
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Abstract
Nowadays formal education systems are under increasing pressure to respond and adapt to rapid technological innovation and associated changes in the way we work and live. As well as accommodation of technology in its ever‑diversifying forms, there is a fu
ndamental need to enhance learning processes through evolution in pedagogical approaches, so as to make learning in formal education more engaging and, it is hoped, more effective. One opportunity attracting particularly close attention is Serious Games (
SG), which offer considerable potential for facilitating both informal and formal learning. SG appear to offer the chance to hook todays (largely) digital‑native generation of young learners, who are at risk of falling into an ever‑widening gap betw
een networked lifestyles and the relative stagnant environment they experience in school and university. However, there are a number of inhibitors preventing wider SG take‑up in mainstream education. This paper investigates SG in formal education, initi
ally by concentrating on pedagogical issues from two different but complementary perspectives, game design and game deployment. It then goes on to examine game based practice in formal settings and focuses on the pivotal role of the educator within the em
erging panorama. This is followed by a brief look at some specific implementation strategies, collaboration and game building, which are opening up new possibilities. Finally some points for further consideration are offered.
Keywords: serious games, game-based learning, pedagogical issues, formal learning, teachers role, collaboration
Journal Issue
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Keywords: activity theory, alternative approaches, budget constraints, chemistry, classroom culture, collaboration, communities of practice, complex systems, connectivism, constructionist and inquiry-based learning, context, dialog, digital educational games, digital games, emotion, epistemological beliefs, formal learning, game development, game experience, game-based learning, games, half-baked microworlds, identity, inquiry, leadership, MMOGs, MMORPGs, modelling, motivation, non-invasive assessment, pedagogical issues, performance, play, problem representation, self-organization, serious games, situated play, sustainability, teacher’s role, theory, virtual teams,