The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
GBL as PBL: Guidelines for Game-Based Learning in the Classroom and Informal Science Centers
Abstract
GBL is proving to be a promising and engaging tool for STEM learning. How GBL affects content and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of PBL. PBL achieves mastery by using principles of inquiry to promote constructive learning. The challenge is to keep GBL engaging while incorporating inquiry strategies into gameplay. This can be achieved through immersive micromanagement games that incorporate content mastery objectives into player strategies for advancement in the game's plot. Complexity introduced through evolving game scenarios should push players towards decisions based on content lessons. Players should be allowed to personalize their experience through the use of avatars and should play a role in the execution of strategies within the game. Team play and competition can also enhance the PBL elements and increase cognitive outcomes.
Related Content
|
Ricardo Alexandre Peixoto de Queiros, Mário Pinto, Alberto Simões, Carlos Filipe Portela.
© 2023.
13 pages.
|
|
Preety Khatri.
© 2023.
17 pages.
|
|
Mehmet Kosa, Ahmet Uysal, P. Erhan Eren.
© 2023.
31 pages.
|
|
Kaila Goode, Sheri Vasinda.
© 2023.
22 pages.
|
|
Helena Martins, Artemisa Dores.
© 2023.
21 pages.
|
|
Ali Ben Yahia, Sihem Ben Saad, Fatma Choura Abida.
© 2023.
15 pages.
|
|
Baris Atiker.
© 2023.
23 pages.
|
|
|