Serious Games in Higher Distance Education

Auteurs-es

  • Ann Celestini Trent University

DOI :

https://doi.org/10.21432/cjlt27965

Mots-clés :

serious gaming, post-secondary, distance education, instructional strategy, educator practice

Résumé

Games have been socially entrenched throughout history as a form of entertainment. Current rapidly changing technological advances have permitted an increasingly prominent means of utilizing these sources of entertainment in an instructional capacity for educational purposes. Serious gaming as a result, focuses on engaging learners in activities which are not solely developed for enjoyment purposes. Goal oriented pursuits based in either an authentic or fictitious scenario can be designed to improve a learner or players motor and cognitive abilities or knowledge (de Freitas & Jarvis, 2006; Lamb et al., 2018; Protopsaltis et al., 2011). Serious gaming promotes intentional, active, and mobile learning that can be successfully used as a supplemental educational tool to facilitate a situated understanding of specific content (Admiral et al., 2011; Gee, 2005). This paper is a brief overview of game-based learning, or serious games, as an innovative instructional strategy in higher distance education.

Biographie de l'auteur-e

Ann Celestini, Trent University

Ann Celestini is a lecturer at Trent University and teaches in a variety of theory and clinical courses in the four-year BScN program. Research interests include instructional design, curricular development, and distance learning. Through Athabasca University, Ann is currently completing doctoral studies in education. orchid # 0000-0001-8902-0160

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Publié-e

2021-05-28

Numéro

Vol. 46 No. 3 (2020): Automne

Rubrique

Notes

Licence

© Ann Celestini 2021

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.