,
Game-Based Learning: Present and Future State of the Field
(2005)
Аннотация
Executive Summary Interactive digital media, or video games, have emerged as a powerful
new economic, cultural, and now educational force. Games are now a
multi-billion dollar industry, and new conferences, journals, and research
initiatives are all competing to become the home of “serious gaming.”
But when most people think of educational games, they think of Reader
Rabbit, Math Blaster, or quiz games. Others see today’s games and
assume that they’re primarily about “fancy graphics.” In truth, games are
much more powerful; they provide situated experiences in which players
are immersed in complex, problem solving tasks. Good games teach
players more than just facts; they provide ways of seeing and
understanding problems and, critically, supply opportunities to “become”
different kinds of people. This study takes these theoretical notions of
situated learning through game play and shows how a new generation of
“serious games” coming out of (perhaps oddly) business strategy,
“advergaming,” and entertainment gaming all share common features
that point to a future paradigm for e-Learning. Most critically for
instructional designers, the movement toward “serious games”
challenges us to rethink fundamental assumptions about instructional
design.
