This link has been bookmarked by 19 people . It was first bookmarked on 08 May 2008, by Gregory Louie.
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"[Games are] kind of a model for what the scientific method is," says Ken Eklund, a freelance game designer in San Jose, Calif.
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"It's really a part of student culture."
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"I've had teachers tell me,” says Eklund, “that after they introduced the game to their students, the classroom went completely silent because all of the kids were just reading."
"You just don't get that kind of engagement and involvement with the story" with a textbook, he says.
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A report
written by researchers about The River City Project for a 2006 conference concluded "that students learned biology content, that students and teachers were highly engaged, that student attendance improved, that disruptive behavior dropped, that students were building 21st-century skills in virtual communication and expression, and importantly, that using this type of technology in the classroom can facilitate good inquiry learning." -
"I'm in a unique situation where there's a computer at every lab table," he says, pointing out that many teachers do not have that ratio of students to computers.
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when the games don't work properly, but most teachers don’t have that level of technical skill, she points out.
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"There are little things you need to know," she says, to keep the games running smoothly. "[Otherwise], it's not going to work in the classroom, and teachers aren't going to use it."
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"If [the game] doesn't have a focus or clear reason for what they're doing, it really doesn't work," says Pokrzywinski. Adapting games to the curriculum is possible, she says, but it takes time—something many teachers don't have.
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08 May 08
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Gregory LouieBuilding Gaming Into Science Education
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01 May 08
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