11/1/2022 0 Comments Spore game test![]() She is currently working as a university teacher at the Open University of the University of Jyväskylä. She has been focusing on the questions of arts based research, visual and digital methodologies in childhood studies and cultural research, pedagogy and curriculum development, sustainable learning and educational leadership in the past several years. of education and she is a qualified early childhood education and care (ECEC) teacher. These overall deficiencies in ENS games reflect the inherent incompatibility between game control elements and the automatic process of ENS. Games developed to specifically teach evolution were difficult to find through Web searches. Though thousands of games use the term evolution, few presented elements of evolution, and even fewer contained all principles of ENS. Systematic database search results were coded for the three principles of ENS: phenotypic variation, differential fitness, and fitness heritability. This analysis of ENS portrayal in digital games provides insight into the use of games in teaching ENS. ENS is a fundamentally important and widely misunderstood theory. Namely, the article examines the presence of evolution through natural selection (ENS) in digital games. Given the diversity and complexity of education game mechanisms and topics, this article contributes to a theoretical understanding of how game mechanisms “map” to educational topics through inquiry-based learning. El juego sigue la historia de un científico llamado Wilson que se encuentra en un mundo oscuro y tenebroso y debe sobrevivir la mayor cantidad de tiempo posible. Algunos estudios han mostrado que el uso de Spore estimula el desarrollo de pensamientos de orden superior, y a pesar de sus inexactitudes científicas se lo puede utilizar eficazmente entre el alumnado, debido (entre otros factores) al alto potencial motivacional que presenta (Poli et al., 2012).Don't Starve es un juego de supervivencia (acción-aventura) que transcurre en la naturaleza y combina cuestiones vinculadas a la ciencia con fenómenos mágicos. El jugador deberá optar por diferentes caminos para resolver los problemas que irán surgiendo mientras avanza en el simulador.Algunas de las decisiones que deberá tomar para ir progresando en cada estadio son: tipo de alimentación (herbívoro o carnívoro), alianzas con otras especies (imitando acciones como cantos, bailes, etc), eliminar a tribus rivales, establecer ciudades, etc.El videojuego nos permite, abordar temáticas tales como los procesos evolutivos, trascender la mera descripción de estos fenómenos y plasmar de forma dinámica la discusión o explicación de hechos desde por ejemplo, un punto de vista Darwiniano o Lamarckiano. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection. ![]() We further provide quantitative results on students' perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. Regarding teachers' questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. ![]() Regarding teachers' statements, students discussed several topics related to game enjoyment and the games' representation of topic-related content. We examined the reflection processes of students in terms of their reactions to the teachers' game-related statements and questions. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We conducted two mixed methods case studies to investigate students' reflection processes using commercial video games in regular formal high school teaching. ![]() Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. While commercial video games' main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Commercial video games are popular entertainment media and part of students' media reality. ![]()
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