Digital Games and Student Learning
Monday, March 6 11:30-11:50 AM Location: Tannehill
Presider: Henry Gillow-Wiles, Southern Oregon University, United States
Abstract: This paper argues that digital games are inherently about learning, and that good games have learning principals built into their design. Not only does an effective game help students understand concepts more quickly and remember them better than from a lecture (Klassen & Willoughby; 2003), digital games also provide learners with immediate feedback which is fundamental to learning. Gee (2008) argues that a video game is simply a continual assessment of the player. Through continual assessment, students are able to modify their actions, leading them to successfully achieving understanding as they move through the game. Using video games can support student learning because games increase motivation, support flow and orient students towards forward thinking. This paper explores the benefits of digital games and makes an argument for exposing pre-service teachers to digital games and their potential for student learning.