Teacher Perspectives: What Makes a Video Game Effective in the K-12 Classroom?
PROCEEDINGS
Janet Kelly, Ranae Stetson, Texas Christian University, United States ; Jonathan Gratch, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Many educators have been reluctant to view video gaming as a viable learning tool because of its association with entertainment genre. However, it has been demonstrated that video games offer a viable format for learning and enriching understanding---provided the game is created within an appropriate educational context. In this session, we explore the perspectives of in-service teachers regarding the qualities that a video game must possess to be effective in the K-12 classroom, and we review gaming comments in general and as it applies to a science video game (Hydro Master) they were asked to play.
Citation
Kelly, J., Stetson, R. & Gratch, J. (2010). Teacher Perspectives: What Makes a Video Game Effective in the K-12 Classroom?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1934-1939). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 2, 2023 from https://www.learntechlib.org/primary/p/33645/.
