[article] 
inInMedia > 2014-5 (janvier-juin 2014) . - en ligne

Titre :	Serious Games? Four ideas that should be considered when it comes to introducing games into the classroom
Type de document :	document électronique
Auteurs :	Eric Sanchez, Auteur
Année de publication :	2014
Article en page(s) :	en ligne
Langues :	Anglais
Catégories :	MEDIAS:AUDIOVISUEL:NUMERIQUE: Aspect contenu PERIODIQUES
Tags :	jeu  jeunes  psychologie  numérique
Index. décimale :	796.1 jeu
Résumé :	Conclusions de l'article : "By implementing a game-based learning approach, educators have to face difficult challenges. These challenges lay in the characteristics of the game itself and the relevance of its content according to the subject to be taught. These challenges consist also in allowing the emancipation of the learners. This emancipation depends on the capacity of educators to help the player to leave the game in order to become a learner by taking a critical look at his play experience. This is related to media education and teachers should receive a specific training in this respect. 12But epistemic games also offer new opportunities for educators. These opportunities do not lay only in the motivating power of games. Epistemic games carry out the implementation of learner-centered approaches for teaching based on experiential learning where the challenges they have to face enable the learner to develop the capacity to deal with complex problems. This occurs in a safe space where errors and failures are allowed. In this perspective, a game-based pedagogy is not a way to trick people into leaning something that is supposed not to be attractive. The arguments for introducing serious play into the classroom lay in its intrinsic pedagogical value."
Note de contenu :	PLAN : Play vs. Game Play as a Phenomenological Experience Play as Ideology Play as Illusion Conclusion
En ligne :	http://inmedia.revues.org/814

[article] Serious Games? Four ideas that should be considered when it comes to introducing games into the classroom [document électronique] / Eric Sanchez, Auteur . - 2014 . - en ligne.
Langues : Anglais
in InMedia > 2014-5 (janvier-juin 2014) . - en ligne

Catégories :	MEDIAS:AUDIOVISUEL:NUMERIQUE: Aspect contenu PERIODIQUES
Tags :	jeu  jeunes  psychologie  numérique
Index. décimale :	796.1 jeu
Résumé :	Conclusions de l'article : "By implementing a game-based learning approach, educators have to face difficult challenges. These challenges lay in the characteristics of the game itself and the relevance of its content according to the subject to be taught. These challenges consist also in allowing the emancipation of the learners. This emancipation depends on the capacity of educators to help the player to leave the game in order to become a learner by taking a critical look at his play experience. This is related to media education and teachers should receive a specific training in this respect. 12But epistemic games also offer new opportunities for educators. These opportunities do not lay only in the motivating power of games. Epistemic games carry out the implementation of learner-centered approaches for teaching based on experiential learning where the challenges they have to face enable the learner to develop the capacity to deal with complex problems. This occurs in a safe space where errors and failures are allowed. In this perspective, a game-based pedagogy is not a way to trick people into leaning something that is supposed not to be attractive. The arguments for introducing serious play into the classroom lay in its intrinsic pedagogical value."
Note de contenu :	PLAN : Play vs. Game Play as a Phenomenological Experience Play as Ideology Play as Illusion Conclusion
En ligne :	http://inmedia.revues.org/814