NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1200945
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0034-0561
Getting Serious about Serious Games: Best Practices for Computer Games in Reading Classrooms
McTigue, Erin M.; Uppstad, Per Henning
Reading Teacher, v72 n4 p453-461 Jan-Feb 2019
Computer games and computer-assisted instruction have become prevalent in reading classrooms. However, research-based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students use computer games independently. The authors synthesize research regarding computer games for young readers and particularly focus on issues of classroom implementation. This article is structured as a series of myths regarding expectations and best practices with computer games. The authors then present research findings to refute the myths and conclude with practical recommendations for teachers. Final recommendations emphasize the need for young readers to interact more, with adults and peers, in order for the learning that occurs in the computer environment to transfer to authentic reading activities. The authors encourage teachers to draw on pedagogical and content knowledge to be critical consumers of computer resources.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A