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Theory of Game-Based Learning as Performance

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Book cover Games-To-Teach or Games-To-Learn

Part of the book series: Gaming Media and Social Effects ((GMSE))

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Abstract

Chapter 2 addressed differences between games-to-learn and games-to-teach by interrogating the underlying bases—epistemological , ontological , praxiological , and axiological —of these two approaches to the design and use of educational games in schools. In this chapter, I highlight weaknesses inherent to the dominant view of learning construed in terms of the psychological theory of human information processing . I suggest instead an alternative framing based on the philosophy of pragmatism . I then articulate the Performance–Play–Dialog model as a specific theory of game-based learning grounded in the construct of human performance instantiated through game play and dialogic engagement with others. I close the chapter by revisiting how people learn in relation to learning as becoming and the development of personal identity .

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  1. Learning Sciences and Technologies, National Institute of Education, Singapore, Singapore

    Yam San Chee

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  1. Yam San Chee
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Chee, Y.S. (2016). Theory of Game-Based Learning as Performance. In: Games-To-Teach or Games-To-Learn. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-287-518-1_3

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  • DOI: https://doi.org/10.1007/978-981-287-518-1_3

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