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PCaRD: A model for teachers to integrate games in their classrooms PROCEEDINGS

, , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While game-based learning has entered K-12 classrooms, systematic models for integrating games have lagged behind. In this paper we describe the Play Curricular activity Reflection Discussion (PCaRD) model for integrating games into classrooms. As part of a yearlong study, in a game-based learning course, we developed the model iteratively to support teachers and students. The PCaRD model was developed using design-based research methods while we employed mixed-methods to assess the students’ content knowledge, motivation to learn, and possible selves. We report the integration process of PCaRD by outlining it and focusing on how it supports opportunities for students learning through experiences of inquiry, communication, construction, and expression. Conclusions and Implications are discussed for teaching with games and using PCaRD.

Citation

Foster, A. & Shah, M. (2012). PCaRD: A model for teachers to integrate games in their classrooms. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2525-2533). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2018 from .

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