Ausgabe 4/2019, 111. Jahrgang S. 405–421
Using Insights from Video Games to Support Formal Education – A Conceptual Exploration
This article draws upon findings from research on the effects of gaming, educational psychology, teacher professionalism as well as school improvement, to develop a framework for linking video game activities to formal education. This framework uses video game achievements – virtual trophies received for completing tasks or mastering challenges – as a proxy indicator for the development of competencies relevant to formal education. We suggest that this knowledge can be harnessed to improve teaching and learning, in particular teacher perceptions, teaching skills, and, ultimately, measurable changes in students’ learning. Showing teachers what students can actually do and are already doing (in video games) could help them better understand areas of strength and interest of their students.
video games, video game achievements, asset-based orientation, schools in challenging circumstances, professional development