Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 9 N. 1 (2018): ESS - Technologies and inclusion

Video game dynamics in unplugged mode for innovative and inclusive teaching

Inviata
16 aprile 2018
Pubblicato
20-06-2018

Abstract

The authors of this essay analyze the educational opportunities offered by video games by experimenting with an unplugged design, carried out within the framework of a Laboratory of Educational Technologies at the Degree Course in Primary Education Sciences at…. The aim was to enable students, future teachers, to build, in teams, a video game environment that could be reproduced even in the absence of the digital devices on which it is usually implemented and through which it can be reproduced. This last circumstance can occur in many school complexes, unfortunately still lacking adequate structures and instruments. The educational and pedagogical mission of the Laboratory was also to allow future teachers to experiment in a protected environment, the university one, the video game principles applicable even in disadvantaged class contexts. The educational objective was to ensure that the students involved in the design of the game master the philosophy of gamification, so that they could take advantage of it wisely and consciously in their future classes.

Riferimenti bibliografici

  1. Bocci, F. (2005). Letteratura, cinema e pedagogia. Orientamenti narrativi per insegnanti curricolari e di sostegno. Roma: Monolite.
  2. Bocci F., De Angelis B., Fregola C., Olmetti Peja D., Zona U. (2016). Rizodidattica.
  3. Teorie dell’apprendimento e modelli didattici inclusivi. Lecce: Pensa MultiMedia.
  4. Bos, B. et al. (2014). Learning mathematics through Minecraft, Teaching Children Mathematics, 21 (1), 56-59
  5. Bruner, J.S, Jolly, A. & Sylva, K. (1981). Il gioco: ruolo e sviluppo del comportamento ludico negli animali e nell’uomo. Roma: Armando Editore.
  6. Cardoso-Leite, P., & Bavelier, D. (2014). Video game play, attention, and learning: how to shape the development of attention and influence learning? Current Opinion in Neurology, 27 (2), 185-191.
  7. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
  8. Dewey J., Il mio credo pedagogico. Antologia di scritti sull’educazione (1965). Firenze: La Nuova Italia Editrice.
  9. Engelhardt, C.R. et al. (2015). Effects of Violent-Video-Game Exposure on Aggressive Behavior, Aggressive-Thought Accessibility, and Aggressive Affect Among Adults With and Without Autism Spectrum Disorder, Psychological Science, 26 (8), 1187-1200.
  10. Gee, J.P. (2013). Come un videogioco. Insegnare e apprendere nella scuola digitale. Milano: Raffaello Cortina.
  11. List, J., & Bryant, B. (2014). Using Minecraft to Encourage Critical Engagement of Geography Concepts. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference, 2384-2388.
  12. Malone, T. W., Toward a theory of intrinsically motivating instruction, Cognitive Science, Vol. 5, Issue 4, October 1981, 533-569.
  13. McKenzie W. (2006). Intelligenze multiple e tecnologie per la didattica. Strategie e materiali per diversificare le proposte d’insegnamento. Trento: Erickson.
  14. Novak, E. & Tassell, J. (2015). Using video game play to improve education-majors’ mathematical performance: An experimental study, Computers in Human Behavior, 53, 124-130.
  15. Piaget, J. (1972). La formazione del simbolo nel bambino: imitazione, gioco e sogno. Immagine e rappresentazione. Firenze: La Nuova Italia.
  16. Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
  17. Pusey, M., & Pusey, G. (2015). Using Minecraft in the Science Classroom, International Journal of Innovation in Science and Mathematics Education, 23(3), 22-34.
  18. Rothmun, T. et al. (2014). Short- and Long-Term Effects of Video Game Violence on Interpersonal Trust, Media Psychology 18 (1), 106-133.
  19. Salen, K. (a cura di) (2008). The ecology of games: connecting youth, games, and learning. Cambridge, MA: The MIT Press.
  20. Statista. Hours children spent gaming weekly in the United Kingdom (UK) from 2013 to 2017, by age group (in hours), https://www.statista.com/statistics/274434/time-spent-gaming-weekly-among-children-in-the-uk-by-age/.
  21. Suits, B. (2005). The grasshopper: games, life and utopia. Peterborough, Ontario: Broadview Press.
  22. Vygotsky, L.S. (1972). Immaginazione e creatività nell’età infantile. Roma: Editori Riuniti.

Metriche

Caricamento metriche ...