The sheer number of digital tools, including video games, made available since the turn of this century is staggering. Yet Squire ( 2006) claims we know little about how video games are implemented in education, while Ke ( 2009) questions whether their incorporation into the classroom has been effective. Footnote 1 Theoretically, such efforts should combine the most powerful features of interactive multimedia design with the most effective principles of technology-mediated learning. In fact, there have been recent calls for the consideration of video games as a viable medium for learning (Devlin 2011 Federation of American Scientists 20). Even video games can be used to situate thinking and problem solving in a meaningful context, where players encounter various signs and tasks in an environment where words, images, actions, and sounds are intertwined with one another. Even though many students use them informally for entertainment, such media are also being used to supplement or enhance mathematics education in more formal settings. Digital media have a significant presence in a large proportion of students’ lives.
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