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The Use of Game Dynamics to Enhance Curriculum and Instruction: What Teachers Can Learn from the Design of Video Games

Author(s): Curtis Chandler

Journal: Journal of Curriculum and Instruction
ISSN 1937-3929

Volume: 6;
Issue: 2;
Start page: 60;
Date: 2013;
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Keywords: games | curriculum instruction

Video games have received an increased amount of attention from educational institutions due to their widespread use and their ability to engage and sustain players in difficult learning tasks for extended amounts of time. While many studies have been done on digital games' potential to impact learning, only recently has educational research begun to analyze the game dynamics embedded in video games used to immerse students in difficult problem-solving and to support their learning. This article examines the need for public school educators to adapt a game design mentality when designing secondary level curriculum and instruction. Game design is presented as a tool for improving student learning and suggestions are offered for how educators can incorporate game dynamics such as narrative context, explicit interconnectedness, well-ordered problems, control, choice, customization, and co-design.
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