Hitting Restart
Learning and Gaming in an Australian Classroom
Bibliographic Data
| ID | 15015708 |
|---|---|
| Authors | Gerard J Altura (corresponding author), Jen Scott Curwood (0000-0003-0995-2078) |
| Year | 2015 |
| Volume | 59 |
| Issue | 1 |
| Pages | 25-27 |
| Publication date | 2015-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.438 |
| OpenAlex | W2254523936 |
| Language | EN |
| Citations received | 2 |
| References cited | 8 |
Research suggests that video games can foster deep engagement, critical thinking, and collaborative learning. To highlight how video games promote student achievement, we focus on a year 9 elective class in Australia. Our findings suggest that this games‐based class encouraged student learning and motivated students to develop advanced literacy skills, including critical analysis, creative writing, and programming
Class (philosophy · Critical thinking · Focus (optics · Literacy · Mathematics education · Pedagogy · Child Development and Digital Technology · Computer Science · Educational Games and Gamification · Literacy, Media, and Education · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |