tailieunhanh - Learning to play games or playing games to learn? A health education case study with Soweto teenagers

The instructional objective is the SPH/PHP’s statement of a measurable step it will achieve that leads to an instructional goal. Objectives capture the means by which an SPH/PHP will implement its stated mission, as specified in CEPH’s accreditation criteria. The goal in Figure 3 describes the general intent of the SPH/PHP to produce graduates who are able to use public health core knowledge. The related objective clearly states one way in which the institution intends to achieve this goal. This objective is measurable, in that it specifies the degree to which the action. | Australasian Journal of Educational Technology 2010 26 6 810-829 Learning to play games or playing games to learn A health education case study with Soweto teenagers Alan Amory University of Johannesburg The aim of this study was to investigate the use of an educational computer video game in teaching and learning. Cultural-historical activity theory is used heuristically to explore the social and cultural interactions during game play. It is argued that knowledge construction occurs when video games function as a tool to mediate learning rather than as instructional media. The unit of analysis is not the game as instruction but engagement with the game. Twelve 14 to 19 year old black orphans from Soweto South Africa participated in a case study. Groups of three participants which included both sexes played the game for at least six hours kept a personal reflective journal and after play answered a knowledge test and participated in a round-robin discussion. Results show that participants gained new knowledge recognised that the game mediated their learning identified the object of the activity and discussed how they might help their community. Results support the use of games as tools to mediate learning. Introduction The problem under investigation in this paper relates to the use of computer video games in teaching and learning. Firstly the potential of computer video games in teaching and learning is briefly explored. Thereafter learning from and learning with computer games in the classroom are explored. It is then argued that the learning with position which is congruent with contemporary learning theories associated with social constructivism offers the most likely theoretical position to support the use of computer video games in the classroom. Potential of educational computer video games Many authors have argued that computer video games could support teaching Rieber 1995 Quinn 2005 Amory Naicker Vincent Adams 1999 Gee 2003 and fostered learning Rieber .