Extending the Impact of Digital Games by Supporting Analogical Reasoning
Pages 487 - 492
Abstract
The potential of digital games to support learning has been well documented, and yet the empirical evidence on the impacts of digital games on student learning finds varied effects. This paper explores an issue that we believe is central to realizing the potential of digital games for influencing learning: the relationship between games and the transfer of knowledge, and specifically the need to support the meaningful integration of games into instruction. We examine the theoretical and empirical literature on how middle-grade students can transfer knowledge and skills gained from digital gameplay to develop new conceptual models of the science concepts that the games target, focusing on the research on the use of analogical reasoning in science. Finally, we illustrate this approach with an example of using analogies with digital games in middle school science classes.
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Published In
October 2015
852 pages
ISBN:9781450334662
DOI:10.1145/2793107
- General Chairs:
- Anna L. Cox,
- Paul Cairns,
- Program Chairs:
- Regina Bernhaupt,
- Lennart Nacke
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Published: 05 October 2015
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CHI PLAY '15
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CHI PLAY '15: The annual symposium on Computer-Human Interaction in Play
October 5 - 7, 2015
London, United Kingdom
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Overall Acceptance Rate 421 of 1,386 submissions, 30%
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