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Gaming in Education

Gaming in Education
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Author(s): Allison LaFalce Acevedo (The Chicago School of Professional Psychology, USA & Skokie School District 73.5, USA)
Copyright: 2021
Pages: 17
Source title: Emerging Realities and the Future of Technology in the Classroom
Source Author(s)/Editor(s): Inaya Jaafar (The Chicago School of Professional Psychology, USA) and James M. Pedersen (Delaware Valley University, USA)
DOI: 10.4018/978-1-7998-6480-6.ch006

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Abstract

This chapter addresses student motivation, engagement, and content acquisition through the use of gaming, digital game-based learning, and gamification, as well as clarifying the difference between terms related to gaming that are often mistakenly used interchangeably. The chapter will utilize current literature, explain theories linked to gaming in education, and offer a method for using gaming to impact the future of teaching and learning. The aim of this chapter is to provide an overview of how the use of gaming for emerging realities and the implementation of gaming during remote learning can be supported. Learning theories such as the theory of gamified learning, the self-determination theory, and the theory of flow demonstrate the link between learning, motivation, and goal-setting, as well as providing a basis for teacher education on the link between theory and the use of gaming in the future of technology in the classroom.

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