Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning /
Emerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some el...
| Main Authors: | , |
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| Format: | software, multimedia |
| Language: | eng |
| Published: |
Hershey, PA : IGI GLOBAL,
2022
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| Subjects: | |
| Online Access: | https://services-igi-global-com.ezproxy.utm.my/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-7271-9 |
| _version_ | 1826473094963789824 |
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| author | Lane, Carol-Ann, editor 651838 IGI Global (Online service) 631983 |
| author_facet | Lane, Carol-Ann, editor 651838 IGI Global (Online service) 631983 |
| author_sort | Lane, Carol-Ann, editor 651838 |
| collection | OCEAN |
| description | Emerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers. The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries. |
| first_indexed | 2024-03-05T17:28:04Z |
| format | software, multimedia |
| id | KOHA-OAI-TEST:609208 |
| institution | Universiti Teknologi Malaysia - OCEAN |
| language | eng |
| last_indexed | 2024-12-08T04:39:06Z |
| publishDate | 2022 |
| publisher | Hershey, PA : IGI GLOBAL, |
| record_format | dspace |
| spelling | KOHA-OAI-TEST:6092082024-10-05T14:41:46ZHandbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / Lane, Carol-Ann, editor 651838 IGI Global (Online service) 631983 software, multimedia Electronic books 631902 Hershey, PA : IGI GLOBAL,2022©2022engEmerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers. The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries.Includes index.Volume I. Section 1. Gamification in higher education. Chapter 1. The game of game-based learning ; Chapter 2. Games in education: bibliometric analysis ; Chapter 3. Amalgamation of game-based learning with interactive instructional strategies for active learner engagement ; Chapter 4. A systematic review on the neuro-cognitive correlates of game-based learning in higher education learning environments ; Chapter 5. Game-based teaching and learning in higher education: challenges and prospects ; Chapter 6. A paradigm shift in higher education: evidence-based cross-sectional study conducted in South India ; Chapter 7. Effectiveness of game-based learning as a pedagogy among the MBA students ; Chapter 8. Game-based learning in higher education: an effective pedagogical tool for enhanced competency building ; Chapter 9. Gamification strategies for higher education student worker training ; Chapter 10. Interactive multimedia experiences in higher education: gaming, augment and virtual reality, and research ; Chapter 11. Live Long and educate: adult learners and situated cognition in game-based learning ; Chapter 12. Worldbuilding, gaming, and multiliteracies in an online first-year seminar -- Section 2. Exploring literacy in game-based learning. Chapter 13. Using game-based learning to improve boys' literacy ; Chapter 14. Game-based pedagogy: educate, collaborate, and engage ; Chapter 15. Using gamification to improve literacy skills ; Chapter 16. Digital storyworlds: transformative ways to play ; Chapter 17. Minecraft and elementary literacy learning: the perspectives and ideas of preservice teachers ; Chapter 18. Play is the game: literacy learning through game-based instruction ; Chapter 19. The transformation of literacy and media literacy ; Chapter 20. The application of AI teachers in facilitating game-based literacy learning: an introduction to theories and evidence-based tools -- Section 3. Culturally-based game-based pedagogy. Chapter 21. Enhancing literacy skills using indigenous games ; Chapter 22. Exploring the use of African indigenous games in teaching critical thinking skills ; Chapter 23. Graphogame: a computer-assisted reading acquisition tool an enabling support to reading in the African classroom ; Chapter 24. Educational video games for learning English vocabulary: methodology of empirical research -- Volume II. Chapter 25. Gamification, learning, and the acquisition of 21st century skills amongst Malaysian law students ; Chapter 26. The effect of religiosity on learning ethics in serious gaming environments: religious influences in serious educational games ; Chapter 27. A game-based content and language-integrated learning practice for environmental awareness (Envglish): user perceptions -- Section 4. Teacher perceptions of game-based learning. Chapter 28. Educators as facilitators of game-based learning: their knowledge, attitudes, and skills ; Chapter 29. Spanish teacher attitudes towards digital game-based learning: an exploratory study based on the TPACK model -- Section 5. Gamification, mobile learning, and education policy. Chapter 30. Factors affecting the successful implementation of an e-education policy and community engagement: acquiring 21st century skills through e-learning ; Chapter 31. Game-based pedagogy and learner identity development: mechanical vs. autotelic identities ; Chapter 32. Gamification and mobile learning: new pedagogical strategies ; Chapter 33. Astronomy and space-themed mobile games: tools to support science education or learning barriers due to the misconceptions they generate? -- Section 6. Game-based pedagogy for primary-elementary educators. Chapter 34. Incorporating digital literacy materials in early childhood programs: understanding children's engagement and interactions ; Chapter 35. Acquiring problem-solving skills through coding games in primary school ; Chapter 36. Discrete primary education curriculum in Bangladesh: implications of gamification for quality education ; Chapter 37. Providing validity evidence for ignite by hatch: a digital game-based learning experience for preschool children ; Chapter 38. Levelling up primary school students' 21st century skills through minecraft-game-based learning -- Section 7. Learner assessment, motivation, and behaviors in game-based learning. Chapter 39. How gaming and formative assessment contribute to learning supplementary and complementary angles ; Chapter 40. Gamification design principles and mechanics to improve retention ; Chapter 41. Learner motivation through gamification in e-learning: a study on game-based formative assessment in e-learning ; Chapter 42. Political economy inside the strategy of line game ; Chapter 43. The process of prosocial behavior between players/characters in digital games: a multidimensional approach to the situational context and gameplay -- Section 8. Game-based learning: code and play. Chapter 44. Students as gamers: design, code, and play ; Chapter 45. Learning coding through gaming ; Chapter 46. Using custom-built, small-scale educational solutions to teach qualitative research literacy: no code, code, and complex applications -- Section 9. Virtual teaching and project-oriented game-based learning. Chapter 47. Project-oriented game-based learning: managers from fairytales ; Chapter 48. Virtual training for scuba diversEmerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers. The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries.ReadingVideo games in educationhttps://services-igi-global-com.ezproxy.utm.my/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-7271-9URN:ISBN:9781799872733 |
| spellingShingle | Reading Video games in education Lane, Carol-Ann, editor 651838 IGI Global (Online service) 631983 Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title | Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title_full | Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title_fullStr | Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title_full_unstemmed | Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title_short | Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning / |
| title_sort | handbook of research on acquiring 21st century literacy skills through game based learning |
| topic | Reading Video games in education |
| url | https://services-igi-global-com.ezproxy.utm.my/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-7271-9 |
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