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DC Field | Value | Language |
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dc.contributor.author | Fishman, Barry | - |
dc.contributor.author | Hayward, Caitlin | - |
dc.date.accessioned | 2022-03-11T21:10:49Z | - |
dc.date.available | 2022-03-11T21:10:49Z | - |
dc.date.issued | 2022-03 | - |
dc.identifier.uri | https://repository.isls.org//handle/1/7663 | - |
dc.description.abstract | Well-designed games provide a generative model for learning environments that support motivation, resilience, and the development of expertise. We consider how traditional schooling can be seen as a “bad game,” and how cognitive and motivational theories can serve as a guide to making experiences in which learners want to engage. | en_US |
dc.description.sponsorship | Rapid Community Reports are supported by the National Science Foundation under grant #2021159. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Digital Promise and the International Society of the Learning Sciences | en_US |
dc.subject | learning environments | en_US |
dc.subject | motivation | en_US |
dc.subject | games | en_US |
dc.title | Gameful Learning: Leveraging the Learning Sciences to Improve the "Game of Learning" | en_US |
dc.type | Article | en_US |
Appears in Collections: | Primers |
Files in This Item:
File | Description | Size | Format | |
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Fishman and Hayward Mar 2022.pdf | 303.46 kB | Adobe PDF | View/Open |
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