Abstract
The role and importance of serious computer games in contemporary educational practice is presented in this paper as well as the theoretical fundamentals that justify their use in different forms of education. We present a project for designing and developing serious games that take place within the curriculum for computer science teachers’ education as an independent project work in teams. In this project work students have to use their knowledge in the field of didactics and computer science to develop games. The developed game is tested and evaluated in schools in the framework of their practical training. The results of the evaluation can help students improve their games and verify to which extent specified learning goals have been achieved.
Highlights
A shift from traditional didactic transmission model of teaching to student-oriented forms of active learning, where the teacher's role radically changes, is needed in modern education
Learning objectives should move from lower taxonomic levels, dominated by retrieving various information and facts, to higher taxonomic levels, where there is an emphasis on the search for, evaluation and application of knowledge
Such state of ecstasy is well known from sporting activities, while some others to specific ideas for change and improvement. Designers experience it when reading a good book. It causes loss of conceive and develop a system that uses Information and communication technologies (ICTs) to sense of place and time and complete devotion to the produce learning materials and methods for the current activity
Summary
A shift from traditional didactic transmission model of teaching to student-oriented forms of active learning, where the teacher's role radically changes, is needed in modern education. Information and communication technologies (ICTs), which have a very limited role in traditional forms of teaching, can very effectively improve the efficiency and quality of learning when these changes happen [1]. ICTs’ potential in finding, processing, transmitting, storing and displaying data in various forms (i.e. multimedia) is well-known, but in the traditional forms of teaching and learning their usefulness is limited [2] [3]. This is valid for communication support, support for collaboration, as well as for the opportunities for easy distribution of learning materials and results of the
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