|Published online: March 5, 2015||$US5.00|
In recent years, educators have become interested in incorporating serious games into the classroom. The underlying assumption is that games may have a potential to teach in ways not possible by more traditional pedagogical approaches. Further complicating this issue is the fact that many educators, especially those in the humanities, are not game designers. As educators become more aware of the research, benefits, and ways in which these applications can be integrated into curricula, they can better contribute their expertise and knowledge of pedagogy to conversations about their design and development. To address that gap, I created a model for a workshop to expose participants (graduate students and instructors assigned to teach first-year writing classes in an English department) to some of the research and pedagogical approaches of using serious games in the classroom in general, and in a writing classroom specifically. As the end result, participants were able to collaboratively produce a concept/design document for a serious game to teach rhetorical appeals to first-year writing students.
|Keywords:||Serious Games, Writing Classroom, Educational Games, Virtual Worlds|
Associate Professor, English Department, Purdue University Calumet, Hammond, IN, USA
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