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ERIC Number: EJ1059317
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0040-5841
Leveraging the Social Aspect of Educational Games
Jiménez, Osvaldo
Theory Into Practice, v54 n2 p101-108 2015
With games captivating the minds of many children in the United States, educators may be interested in trying to introduce games into their classrooms. This article offers educators insights into how to understand and incorporate games that are inherently social, promoting effective discourse in their classrooms. Although educational games and more generally educational technology are largely seen as being designed for individuals, tools exist that are designed for group play that can spark both peer-group and intergenerational play and discussion. Games that promote conversation and cooperation allow children to develop social skills, build community, and practice various modes of mentorship. Knowing about both the history and the research concerning how social games can be used helps educators critically analyze the effective use of games in the classroom and augment students learning of difficult concepts.
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 - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A