Welcome to the InfoSci Platform
Reference Hub2
Games for and by Teachers and Learners

Games for and by Teachers and Learners

Peter van Rosmalen, Amanda Wilson, Hans G.K. Hummel
Copyright: © 2015 |Pages: 28
ISBN13: 9781466682009|ISBN10: 1466682000|EISBN13: 9781466682016
DOI: 10.4018/978-1-4666-8200-9.ch086
Cite Chapter Cite Chapter

MLA

van Rosmalen, Peter, et al. "Games for and by Teachers and Learners." Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 1706-1733. https://doi.org/10.4018/978-1-4666-8200-9.ch086

APA

van Rosmalen, P., Wilson, A., & Hummel, H. G. (2015). Games for and by Teachers and Learners. In I. Management Association (Ed.), Gamification: Concepts, Methodologies, Tools, and Applications (pp. 1706-1733). IGI Global. https://doi.org/10.4018/978-1-4666-8200-9.ch086

Chicago

van Rosmalen, Peter, Amanda Wilson, and Hans G.K. Hummel. "Games for and by Teachers and Learners." In Gamification: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1706-1733. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8200-9.ch086

Export Reference

Mendeley
Favorite

Abstract

With the advent of social media, it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically, one strand of technology-enhanced learning (i.e. game-based learning) aligns only slightly to this development. Games, while there to experience, explore, and collaborate, are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter makes a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, the authors discuss approaches that teachers themselves can use to build games, make use of existing games, and even one step beyond use tools or games that can be used by learners to create their own designs (e.g. games or virtual worlds).

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.