Recently, as part of a course I'm taking on Games and Learning, I read Level Up Learning: A National Survey on Teaching with Digital Games. Initially, before reading further than the title, I figured the research would have been on the students who are taught with digital games. When I saw that it was research on the teachers’ use and interest in games, I will admit I originally thought, “Does that matter?” I mistakenly jumped to thinking that, regardless of teachers’ interest in games, they should use them anyway and make the effort to learn the tools that will help their students. It shouldn’t be significant whether or not they liked or played games on their own time. However, in thinking further, I realized that’s not how it goes. In my own experience in corporate training, there is resistance to game-based learning, among other emerging industry trends, partly due to lack of interest, knowledge, or perceived benefit from instructional designers.
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AuthorI am an instructional designer pursuing my Masters degree in Instructional Design and Adult Learning. I'm passionate about visual rhetoric and instructional design application. Categories
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April 2020
Panoramic photo taken at the New River Gorge National River in West Virginia, Fall 2016
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