Oct 30 2009
If games can be used to market and sell products, can they also be used to promote educational content? The idea that children learn best by constructing ideas and knowledge through activity alongside others has a rich history in educational research and theory. Broadly speaking, this notion of ‘learning-as-constructing knowledge’ emphasises how children’s development takes [...]
Oct 25 2009
Seeing games as a persuasive medium reinforces their importance within the school curriculum and in classroom practice: games, like any other medium, help shape the way people act in the world, and therefore need to be understood as an effective communication technology. It demonstrates that players need to be aware of what messages games developers [...]
Oct 25 2009
Many games typically represent females as highly sexualised figures, usually marginal to the main action, with the consequence. That female has generally not played computer games as much as males, although this situation is changing. Perhaps the major consequence of seeing games as persuasive is to recognise how they might be used for purposes other [...]
Oct 18 2009
A good place to start when considering the big ideas for using games in schools is to recognise that games are highly persuasive media products. Simply put, the ways in which a game is composed to be played establishes sets of routines, rules and actions that the player needs to learn in order to succeed. [...]