Authors:
Jacqueline Krebs
and
Klaus P. Jantke
Affiliation:
Fraunhofer Institute for Digital Media Technology, Germany
Keyword(s):
Game-based Learning, Serious Games, Instructional Design, Pedagogical Patterns, Critical Thinking, Argumentation Maps, Storyboarding.
Related
Ontology
Subjects/Areas/Topics:
Artificial Intelligence and Decision Support Systems
;
Authoring Tools and Content Development
;
Computer-Supported Education
;
e-Learning
;
Enterprise Information Systems
;
Higher Order Thinking Skills
;
Immersive Learning
;
Information Technologies Supporting Learning
;
Intelligent Tutoring Systems
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
Abstract:
Although play does undoubtedly take a significant place in
the development of human individuals and animals allowing for a manifold
of risk-free exploration and experiment, contemporary serious games
largely fail in meeting the high expectations of game-based learning.
Educators know how to teach. Moreover, they know how to set up
conditions, including approaches to playful education, in which learners
can actively engage. In particular, experienced educators know how
to adapt to a particular learner's needs, wishes and desires. But
digital games including those named serious are computer programs.
They do not know about didactics. There is a need for
methods and technologies suitable to bring educational principles and
pedagogical patterns into digital systems intended to enhance learning.
The authors advocate the method of storyboarding and the
technology of storyboard interpretation to wrap educational
theory into e-learning systems, in general, and into serious
games,
in particular. Some comprehensive case study demonstrates the
feasibility of this approach.
(More)