Video Games and Higher Education: What Can “Call of Duty” Teach Our Students?

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Tannahill, Nick ; Tissington, Patrick ; Senior, Carl (2012)
  • Publisher: Frontiers Research Foundation
  • Journal: Frontiers in Psychology, volume 3 (issn: 1664-1078, eissn: 1664-1078)
  • Related identifiers: doi: 10.3389/fpsyg.2012.00210, pmc: PMC3382412
  • Subject: opinion Article | Psychology | manop
    acm: ComputingMilieux_PERSONALCOMPUTING | ComputingMilieux_COMPUTERSANDEDUCATION

Here it is argued that with game-based learning it is possible, through their inherent teaching mechanisms, to sustain stimulation throughout a class within higher education. That is, the “net generation” (Tapscott, 1999, p. 6) is intrinsically motivated by games and that commercial video games have a potentially important role in the classroom to assist learning of a range of crucial transferable skills. We further argue that commercial off the shelf (COTS) game design is replete with effective constructivist teaching structures and that such games should play a more prominent role within mainstream education.
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