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Edited by Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg and Staffan Selander

We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant.

Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.

Serious Educational Games

From Theory to Practice

Edited by Leonard Annetta

Serious Educational Games: From Theory to Practice focuses on experiences and lessons learned through the design, creation and research in the Serious Education Games Movement. Serious Games is a term coined for the movement that started in 2003 for using commercial video game technology for teaching and learning purposes. This book presents a collection of work that bridges the theory behind Serious Educational games and cutting edge research coming from many aspects in the field. The authors all have experienced Serious Games in education in their research and/or through personal game play.
While the literature base for educational games is growing at alarming rates, a theoretical framework by which future research will be conducted and practical examples of established work and work that continues to is the crux of this volume. This book is not all encompassing of the work being done with educational games but rather it provides lessons from the field in tangible projects. This book takes the reader through why Serious Games need to be used in K-12 education, the theory underlying why games work for teaching and learning, and how Serious Games are being used and researched.

Trails in Education

Technologies that Support Navigational Learning

Series:

J. Schoonenboom, M. Levene, J. Heller, K. Keenoy and M. Túrcsányi-Szabo

This book is about sequences of learning objects ordered according to time or according to the demands of given learning materials. As users navigate through a learning environment, they follow prescribed trails and create personal trails through their interactions. In digital learning environments, these trails can be stored, evaluated and accessed in a structured manner. Experts from different backgrounds shed light on different aspects of trails and navigational learning. Its chapters contain an investigation on how planning and evaluating trails can support curriculum development, a review of personalised learning and collaborative learning, a model which tackles issues relating to knowledge acquisition and cognitive aspects of trails, and a demonstration of how trails can be visualised. The target audiences are: professionals, practitioners and researchers interested in educational science, e-learning and computer-enhanced learning, computing in education, curriculum studies, instructional design, or computer-supported personalised and collaborative learning.