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Games and History: A New Way to Learn or Educational Fluff?

Dan Norton
Creative Founder and Creative Director (Filament Games)

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The title of this roundtable inquires whether Serious Games are relevant or more "educational fluff." To be blunt, the only way a critic could come to that conclusion would be from complete illiteracy with games as a form of media.  Read more »

Bill Tally & Jim Diamond
Senior Research Scientist & Research Associate, Center for Children and Technology, NY

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Like any other instructional medium, digital history games will only be as effective as the quality of design—instructional AND game—underlying them.  Read more »

Roberta Devlin-Scherer
Nancy B. Sardone
Seton Hall Univ. and Georgian Court Univ. (Devlin-Scherer pictured)

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Exposure to mass media, affordability of technological devices, and a growing expectation of immediacy among students are leading to a changing learning environment.  Read more »

Jeremiah McCall
High School History Teacher, Cincinnati Country Day School (Cincinnati, OH)

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[Games] have a promising future in the teaching of history as a more investigative, arguable, immersive, evidence-based discipline, rather than simply as a subject consisting of established facts.  Read more »

James Paul Gee
Professor of Literary Studies (Arizona State University)

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History, as an explanatory enterprise, is a way of doing things, not primarily a body of "content." One thing history does is play a sort of game of "what if?," a game that can make a good video game, as well.  Read more »

Jennifer Groff
Director of Learning (Learning Games Network)

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Games create scenarios in the classroom where the stakes are raised and the learning is deeper, thereby requiring highly skilled and engaged teachers facilitating the process.  Read more »

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