Video Games as Tillers of Soil
Bibliographic Data
| ID | 4255704 |
|---|---|
| Authors | Dylan Arena (corresponding author) |
| Year | 2015 |
| Volume | 54 |
| Issue | 2 |
| Pages | 94-100 |
| Publication date | 2015-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2015.1010843 |
| OpenAlex | W2015238094 |
| Language | EN |
| References cited | 11 |
Video games are pervasive in today's culture, and the time kids spend playing them may seem, from a teacher's perspective, as time that is lost to education. Sometimes, sadly, this is true. But many good video games, although not explicitly educational in focus, provide powerful experiences that are rich fodder for subsequent instruction. Looking at game play this way—as a source of rich prior experiences that can be brought to bear to illuminate curricular concepts—frees teachers to explore the potential benefits of having a classroom full of gamers
Focus (optics · Mathematics education · Multimedia · Pedagogy · Perspective (graphical · Sociology · Video game · Child Development and Digital Technology · Computer Science · Digital Games and Media · Educational Games and Gamification · Psychology
Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior
What video games have to teach us about learning and literacy
Contextual prerequisites for understanding
Semiotic social spaces and affinity spaces
Who plays, how much, and why? Debunking the stereotypical gamer profile
Situated Learning
| Highly cited | No |
|---|