Problem-based learning and electronic games: Difference between revisions
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== Electronic games == | == Electronic games == | ||
Students of the 21st century have grown up in a world where use of computers, cell phones, and gaming consoles are second nature (Sancho, Moreno-Ger, Fuentes-Fernandez, and Fernandez-Manjon, 2009). Electronic games have been in existence for over thirty years and have become very pervasive and influential. This pervasive influence has lead to an increased interest in their effect on learners and their learning (Squire, 2003). However, James Paul Gee clearly states that games are not meant to replace teachers and books (Stoerger, 2007). A good video game is challenging yet not too difficult and must guide the learner towards action (Stoerger, 2007). | |||
The challenge then presented to the designer is maintaining the entertainment value while providing an educational product (Royle, 2008). Game designers such as Smith and Mann (2002) often see the focus on facilitation of learning as a risk in that it may remove the idea of enjoyment and thus remove the notion of a game. | |||
== Electronic games and problem-based learning == | == Electronic games and problem-based learning == | ||
Revision as of 13:19, 7 February 2010
Introduction
This entry examines how electronic games can provide support for Problem-Based Learning (PBL).
Problem-based learning
PBL is a learning approach grounded in the constructivist theory of learning (Savery & Duffy, 1995). In PBL, the learner is the focus and knowledge is created rather than disseminated (Putnam, 2001; Savery & Duffy). Students collaborate with each other to form knowledge that can be used to solve problems (Ottenbreit-Leftwich, Ertmer, & Simons, 2006). According to Hmelo-Silver (2004), PBL “is well suited to helping students become active learners because it situates learning in real-world problems and makes students responsible for their learning” (p. 236). The teacher, as facilitator, provides relevant experiences that catch the interest of the learner and foster collaboration (Hmelo-Silver; Newman et al., 2003; Putnam, 2001). In a historical analysis, Januszewski and Pearson (1999) reveal six key features of the PBL approach. They are as follows: 1) the problem is introduced before any dissemination of knowledge 2) knowledge should be developed on an as-needed basis 3) intrinsic motivation in which the learner takes ownership is key 4) there has to be a connection to the real world 5) learning is promoted 6) working as individuals or in groups Through PBL, learners can identify knowledge deficiencies, reflect, and be flexible in their thinking (Hmelo-Silver, 2004).
Electronic games
Students of the 21st century have grown up in a world where use of computers, cell phones, and gaming consoles are second nature (Sancho, Moreno-Ger, Fuentes-Fernandez, and Fernandez-Manjon, 2009). Electronic games have been in existence for over thirty years and have become very pervasive and influential. This pervasive influence has lead to an increased interest in their effect on learners and their learning (Squire, 2003). However, James Paul Gee clearly states that games are not meant to replace teachers and books (Stoerger, 2007). A good video game is challenging yet not too difficult and must guide the learner towards action (Stoerger, 2007). The challenge then presented to the designer is maintaining the entertainment value while providing an educational product (Royle, 2008). Game designers such as Smith and Mann (2002) often see the focus on facilitation of learning as a risk in that it may remove the idea of enjoyment and thus remove the notion of a game.