Researching and evaluating a digital game for the classroom: Difference between revisions

|age=  cross curricular,  Secondary, Primary, Higher, Secondary

|content=Learning outcomes<br />The Practitioner Research Cycle<br />Course information<br />Course schedule<br />Getting started<br />Planning the use of digital games in your classroom<br />Supporting teaching and learning with digital games<br />Implementing your digital games project<br />Reflection, and evaluation and certification<br />References<br />Acknowledgements

|Learning Objectives= At the completion of this course, students should be able to demonstrate the following outcomes: <br />'''Professional and reflective practitioner skills'''<br />* evaluate the relevance of introducing a digital game into their teaching and learning practice, <br />* critically reflect on other teachers’ use of digital games to inform their practice. <br />'''Practical skills'''<br />* identify opportunities for the use of digital games (playing, researching or designing) in their classroom or other setting, <br />* develop a plan and use a digital game to support teaching and learning within theirclassroom.<br />'''Knowledge and understanding'''<br />* demonstrate an understanding of the possible advantages of including digital games in their own setting, <br />* become familiar with current digital games research and their educational relevance, <br /> * become familiar with how other practitioners support learning with digital games in their contexts. <br />'''Cognitive skills'''<br />* analyse the role of digital games for their classroom, <br />* evaluate and research the use of digital games for teaching and learning.

|other=Computer, digital or video digital games (referred to as ‘digital games’ in this course) are increasingly being incorporated into teaching and learning as educational resources or legitimate ‘texts’. Both teachers and researchers believe there are educational advantages for including digital games in the classroom:<br />• they are a ‘persuasive medium’, which may influence players’ thoughts and actions, <br />• they are popular and motivate players through game play alone or with others; this motivation could be used strategically to support pupils’ engagement with school-based learning tasks and objectives, <br />• they are ideal virtual learning environments (VLEs) where pupils practise skills through authentic situated learning, <br />• they can be played and explored as digital texts for consideration in ‘media literacy’ and can also be classed as ‘media objects’,  <br />• they support the development of skills that are important for 21st century learners such as cooperation, teamwork and problem solving, in both offline and online environments.