Game-based Learning
One of the most recent trends in educational
technology is game- based learning. This approach involves simulation and
gaming tools aimed at accomplishing certain instructional outcomes. My reason
for choosing these words is that this educational approach is unusual but
interesting. Simulations are said to have been in existence for a long time,
and in many forms, including large-scale flight simulators, role-playing
simulations in the classroom, computer-delivered simulations, and more
recently, high-fidelity simulations that can be delivered through cyberspace
(Spector, Merrill, Merrienboer, & Driscoll, 2008). While they may be
classified as important instructional and authoring tools, simulations and
games also carry certain limitations. First of all, they are both costly and
complicated, and that results in slow production and underutilization of the
tools.
Videogame playing is usually done on a cooperative
basis, and are an ideal example of simulation. Through video gaming players
learn through performance and create identities based on the game systems.
However, while games can be a reasonable
subsidiary approach for light matters such as engaging students and encouraging
homework, it has not been proven that games are really substantial enough to
contribute toward learning (Cavanaugh, 2013).
References
Cavanaugh,
S. (February, 2013). Market for ed. games remains difficult to crack, report
says. Education Week. Retrieved
February 2, 2014, from http://blogs.edweek.org/edweek/marketplacek12/2013/02/post_2.html?qs=educational+technology
Spector,
J.M., Merrill, M.D., Van Merrienboer,
J., & Driscoll, M.P.(2008). Handbook of research on educational
communications and technology. New York, NY: Lawrence Erlbaum Associates.
