Leveraging the Social Aspect of Educational Games

Department

Computer Science

Document Type

Article

Publication Title

Theory Into Practice

ISSN

1543-0421

DOI

10.1080/00405841.2015.1010845

First Page

101

Last Page

108

Publication Date

Fall 1-1-2015

Abstract

With games captivating the minds of many children in the United States, educators may be interested in trying to introduce games into their classrooms. This article offers educators insights into how to understand and incorporate games that are inherently social, promoting effective discourse in their classrooms. Although educational games and more generally educational technology are largely seen as being designed for individuals, tools exist that are designed for group play that can spark both peer-group and intergenerational play and discussion. Games that promote conversation and cooperation allow children to develop social skills, build community, and practice various modes of mentorship. Knowing about both the history and the research concerning how social games can be used helps educators critically analyze the effective use of games in the classroom and augment students learning of difficult concepts.

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