Educational institutions are rapidly rethinking their pedagogical models and approaches to teaching and learning, increasingly adapting to traits and characteristics of learners. Personalization of learning, participative activities, and online interaction are changing learning models and approaches. In this chapter we will look at the phenomenon of learning through the lens of the participatory paradigm through which we interpret new paths of learning. Evidences from two Serious Games will be presented, arguing that the playful aspect embodied in these games is key to learners' engagement. Implications for teaching and learning practices will be discussed in relation to potential directions that participatory approaches might take.

Learning and Playing in Web 3.0: Evidence from Serious Games in Higher Education / M.L. Toraldo, G. Mangia, S. Consiglio, R. Vardisio, L.F. Farro - In: Emerging Web 3.0/Semantic Web Applications in Higher Education : Growing Personalization and Wider Interconnections in Learning / [a cura di] C. Wankel, A. Stachowicz-Stanusch. - Prima edizione. - USA : Information Age, 2015. - ISBN 9781681231488. - pp. 175-193

Learning and Playing in Web 3.0: Evidence from Serious Games in Higher Education

M.L. Toraldo;
2015

Abstract

Educational institutions are rapidly rethinking their pedagogical models and approaches to teaching and learning, increasingly adapting to traits and characteristics of learners. Personalization of learning, participative activities, and online interaction are changing learning models and approaches. In this chapter we will look at the phenomenon of learning through the lens of the participatory paradigm through which we interpret new paths of learning. Evidences from two Serious Games will be presented, arguing that the playful aspect embodied in these games is key to learners' engagement. Implications for teaching and learning practices will be discussed in relation to potential directions that participatory approaches might take.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/782529
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