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Learning by PlayingVideo Gaming in Education$
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Fran C. Blumberg

Print publication date: 2014

Print ISBN-13: 9780199896646

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199896646.001.0001

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Scientific Inquiry in Digital Games

Scientific Inquiry in Digital Games

Chapter:
(p.246) 17 Scientific Inquiry in Digital Games
Source:
Learning by Playing
Author(s):

Jodi Asbell-Clarke

Elizabeth Rowe

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199896646.003.0017

This chapter examines how social digital gaming environments foster communities of public scientific inquiry and how that inquiry might be measured for educational purposes. More specifically, it considers the place of social digital games in ubiquitous learning environments that engage a diverse public in productive scientific inquiry, scientific knowledge building, and citizen science activities. The chapter begins with a review of research that investigated the ways different types of digital games can provide complex learning experiences and potentially transform learning. It then explores social games as collaborative learning environments, along with the design of games for learning communities. It also discusses classroom games, free-choice games, and the next steps in game-based learning research. Finally, it describes a game called Impulse, designed to measure implicit learning about forces and motion.

Keywords:   scientific inquiry, learning environments, scientific knowledge, citizen science, research, social digital games, collaborative learning, learning communities, implicit learning

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