This is a college educator’s intent to help other teachers (particularly other university professors teaching intelligence studies…) to have a more realistic view of both the difficulties and the rewards of incorporating games into their classes. With more than three year’s experience of using game-based learning in his classes, the practice is trickier than he expected …
In short, games don’t work because they capture attention; games work as teaching tools because they are voluntary activities that capture attention.
The good news is that “voluntary” is an analog condition not a binary one. In other words, voluntary is not something that either exists or doesn’t but, in fact, has degrees. People will love certain games, hate certain games but, in general, will have a wide range of responses to the games they choose to (or have to) play.
Part 1: Introduction
Part 2: Myth #1: Game-based Learning Is New
Part 3: Myth #2: Games Work Because They Capture Attention
Part 4: Myth #3: I Need A Game That Teaches…
Part 5: Myth #3A: I Want To Make A Game That Teaches…
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