Playing and Making Games for Learning
Playing and Making Games for Learning
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玩和制作游戏来学习
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Y. Kafai
中科院分区：
文献类型：
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作者：
Y. Kafai
本文介绍了我们所知道的两种观点，创造主义者和建构主义者，游戏学习的概述。习惯于从制作教学性教材的角度思考问题的教育主义者，自然会转向设计教学游戏的概念。很少有人试图扭转局面：通过制作学习游戏而不是玩游戏来学习。建构主义者并没有将“课程”直接嵌入游戏中，而是致力于为学生提供更多的机会来构建他们自己的游戏，并在这个过程中与知识建立新的关系。研究才刚刚开始建立一个经验体系，使我们相信玩游戏和制作游戏的价值。
This article presents an overview of what we know about two perspectives, coined instructionist and constructionist, to games for learning. The instructionists, accustomed to thinking in terms of making instructional educational materials, turn naturally to the concept of designing instructional games. Far fewer people have sought to turn the tables: by making games for learning instead of playing games for learning. Rather than embedding “lessons” directly in games, constructionists have focused their efforts on providing students with greater opportunities to construct their own games—and to construct new relationships with knowledge in the process. Research has only begun to build a body of experience that willmake us believe in the value of playing and making games for learning.