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ERIC Number: EJ1027148
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0037-7996
Defragging Computer/Videogame Implementation and Assessment in the Social Studies
McBride, Holly
Social Studies, v105 n3 p132-137 2014
Students in this post-industrial technological age require opportunities for the acquisition of new skills, especially in the marketplace of innovation. A pedagogical strategy that is becoming more and more popular within social studies classrooms is the use of computer and video games as enhancements to everyday lesson plans. Computer/video games provide a rich experience for students when synthesizing information to solve a problem, a critical element in higher-order thinking and democratic processes. Particular computer/video games today support social studies content and cognitive processes that elicit the option for students to experience history in a hands-on and authentic fashion in which they solve problems and feel immersed in the learning process (Devlin-Scherer and Sardone 2010). This current exploration highlights research in video/computer game implementation and assessment best practices and twenty-first-century social studies education best practices. In addition, this exploration provides a practical roadmap for social studies teachers to implement and assess their students prior, during, and after gameplay in the face-to-face and online classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A