A framework for the design and integration of collaborative classroom games. http://dx.doi.org/10.1016/j.compedu.2010.12.010Revista : Computers & Education
Volumen : 57
Número : 1
Páginas : 1127-1136
Tipo de publicación : ISI Ir a publicación
The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Blooms revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by
students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant.
Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components.