Integration of scholastic curriculum in computergames – impossible or a design challenge?

Research output: Contribution to conference without publisher/journalPaperResearchpeer-review

Abstract

The present paper argues that integration of scholastic knowledge in computer games is a design challenge and one
that will only work if you preserve the computer game as a game. This is important cause if you don’t adhere to or
understand the dynamics of computer games you run the risk of destroying your own goal. In order to integrate the
scholastic curriculum in computer games for a learning purpose it is and can not be stressed enough important to
preserve the action-outcome circle inside the game world. Stated in simpler terms this means that users of learning
games must see and experience them as games and not as tools for learning. This may sound like a paradox but it
isn’t. It is a question of point of view. From the youngsters viewpoint the game is a game with a recognizable and
well know form but with another or changed content. From the teachers view the game is a facilitator of scholastic
knowledge.
Original languageEnglish
Publication date2007
Number of pages5
Publication statusPublished - 2007
EventLearning with Games - Sophia Antipolis, France
Duration: 24. Sept 200726. Sept 2007

Conference

ConferenceLearning with Games
Country/TerritoryFrance
CitySophia Antipolis
Period24/09/200726/09/2007

Keywords

  • Learning, games, design, school and scholastic curriculum

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