You are here:

Learning in Transformational Computer Games: Exploring Design Principles for a Nanotechnology Game
PROCEEDINGS

, , , ,

Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting, ISSN 1324-9320

Abstract

Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex interaction of persons and digital resources. Engaging individuals with learning in these societal situations means concepts and skills are connected to the context and remain a powerful tool for decision making and problem solving in the world. Yet, a range of barriers need to be overcome to make a game effective for its educational purpose. In this paper we discuss the learning and game design principles explored and used to develop a nanotechnology game. The game development experience is framed by a review of the educational theory informing our project and the questions that are driving our future research as we take the nanotechnology game into the classroom to investigate its impact on students' engagement with science. We propose that transformational will be an important component of the re-crafting of teaching and learning in the digital age and that the transformational potential of computer games can extend well beyond science and even schooling. (Contains 1 figure and 1 table.)

Citation

Masek, M., Murcia, K., Morrison, J., Newhouse, P. & Hackling, M. (2012). Learning in Transformational Computer Games: Exploring Design Principles for a Nanotechnology Game. Presented at Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting 2012. Retrieved June 1, 2020 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords