LEADER 04374nam 22006615 450 001 9910254180903321 005 20200702175846.0 010 $a981-287-518-2 024 7 $a10.1007/978-981-287-518-1 035 $a(CKB)3710000000466615 035 $a(EBL)3568658 035 $a(SSID)ssj0001546540 035 $a(PQKBManifestationID)16141198 035 $a(PQKBTitleCode)TC0001546540 035 $a(PQKBWorkID)14796125 035 $a(PQKB)10292438 035 $a(DE-He213)978-981-287-518-1 035 $a(MiAaPQ)EBC3568658 035 $a(PPN)188459405 035 $a(EXLCZ)993710000000466615 100 $a20150818d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGames-To-Teach or Games-To-Learn $eUnlocking the Power of Digital Game-Based Learning Through Performance /$fby Yam San Chee 205 $a1st ed. 2016. 210 1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2016. 215 $a1 online resource (199 p.) 225 1 $aGaming Media and Social Effects,$x2197-9685 300 $aDescription based upon print version of record. 311 $a981-287-517-4 320 $aIncludes bibliographical references at the end of each chapters and indexes. 327 $aIntroduction -- Games-to-teach or games-to-learn: What?s the difference and why it matters -- Theory of game-based learning as performance -- Statecraft X: Learning governance by governing -- Legends of Alkhimia: Engaging in scientific inquiry by being a chemist -- Escape from Centauri 7: Reifying electromagnetic forces through simulation -- Game-based learning and the challenges of school reform -- Conclusion: Future prospects and educational opportunities. 330 $aThe book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author?s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author?s original theorization. Readers will derive four main benefits: (1) an explication of the difference between game-based-teaching and game-based learning, and why this difference is of critical importance, (2) an exposition of the theory of game-based learning as performance, (3) concrete exemplars and research outcomes relating to three game-based learning curricula that have been empirically evaluated in schools, and (4) an understanding of complex issues related to the human side of school change that must be effectively addressed to achieve take-up of game-based learning in schools. 410 0$aGaming Media and Social Effects,$x2197-9685 606 $aComputational intelligence 606 $aEducational technology 606 $aArtificial intelligence 606 $aComputational Intelligence$3https://scigraph.springernature.com/ontologies/product-market-codes/T11014 606 $aEducational Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/O21000 606 $aArtificial Intelligence$3https://scigraph.springernature.com/ontologies/product-market-codes/I21000 615 0$aComputational intelligence. 615 0$aEducational technology. 615 0$aArtificial intelligence. 615 14$aComputational Intelligence. 615 24$aEducational Technology. 615 24$aArtificial Intelligence. 676 $a371.397 700 $aChee$b Yam San$4aut$4http://id.loc.gov/vocabulary/relators/aut$0762252 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254180903321 996 $aGames-To-Teach or Games-To-Learn$91545063 997 $aUNINA